
THE TEACHING 



OF ELEMENTARY 
SCHOOL GYMNASTICS 



BOWEN 




Class 
Book 



7 ^ 



Copyright^ 



COPYRIGHT DEPOSIT. 



The Teaching of Elementary 
School Gymnastics 



W. P. BOWEN 

Professor of Physical Education, Michigan State 
Normal College, Ypsilanti, Michigan 



PUBLISHED BY 

THE F. A. BASSETTE COMPANY 

Springfield, Massachusetts 






Copijright, 1909, 

by 

The F. A. Bassette Co. 



gCU253693 



TABLE OF CONTENTS 



Preface 
Chapter I 
Chapter II 
Chapter III 
Chapter IV 
Chapter V 
Chapter VI 
Chapter VII 
Chapter VIII 
Chapter IX 
Chapter X 
Chapter XI 
Chapter XII 
Chapter XIII 
Chapter XIV 
Chapter XV 
Useful Books 



The Necessity of Physical Education . . 9 

Means of Bodily Improvement .... 15 

Teaching 23 

The Simple Gymnastic Positions .... 29 

Miscellaneous Exercises and Tactics ... 43 

Progression in Swedish Gymnastics — Theory 55 

Progression in Swedish Gymnastics — Practice 62 

Lessons in Swedish Gymnastics .... 70 

German Gymnastics 15 

Dumb Bells 78 

Wands 88 

Hoops 94 

Fancy Steps 99 

Indian Clubs 104 

Courses in School Gymnastics . . . . 115 

on Gymnastics 119 



LIST OF ILLUSTRATIONS 



FIGUEE NAME PAGE 

1 Fundamental Standing Position 29 

2 Faulty Standing Position 30 

3 Fundamental Sitting Position 30 

4 Hips Firm and Fallout Forward 31 

5 Fallout Sideward 31 

6 Fallout Outward . 31 

7 Leaning Position 32 

8 Hanging Position 33 

9 Leaning Hang 33 

10 Incline Backward from Stride 34 

11 Incline Backward from Sitting 34 

12 Bending Head Backward 34 

13 Bending Trunk Backward 35 

14 Inclining Forward from Stride ........ 36 

15 Bending Downward from Stride 36 

16 Bending Trunk Sideward 36 

17 Twisting Trunk 36 

18 Hips Firm 37 

19 Neck Firm and Stride Sideward 37 

20 Bending Arms 38 

21 Arms Forward 39 

22 Arms Sideward 39 

23 Arms Upward 39 

24 Stride Forward and Bend Arms 40 

25 Hips Firm and Heels Raise . 40 

26 Hips Firm and Knees Bend 41 

27 Leg Raising 41 

28 Knee Raising 41 

29 Half Kneeling 45 

30 Kneeling 45 

31 Alignment Forward 47 

32 Alignment Sideward 48 

33 Opening and Closing Ranks 49 

34 Opening and Closing Spaces 49 

35 Marking Time 50 

36 Bending Head Backward, Sitting 58 

37 Walking the Beam 59 

38 Arrangement for Supports 64 

39 Support 65 



FIGURE NAME PAGE 

40 Leaning, Hands on Floor 68 

41 Bells on Hips 78 

42 Bells on Shoulders 78 

43 Bells on Chest 79 

44 Bells Right Horizontal 79 

4,5 Striking Bells in front of Thighs 79 

46 Anvil Stroke on Left Shoulder 80 

47 Thrust Bell Sideward 80 

48 Reverse Fallout 81 

49 Clicking Bells 85 

50 Bell Behind Waist and Step Position Crosswise Backward 8.5 

51 Chopping with Bells 86 

,5 2 Wand in Position 88 

53 W T and Forward 88 

54 Wand Upward 89 

55 W T and to Right Horizontal 89 

56 Wand to Right Vertical 89 

57 Wand Aim Forward Left 90 

58 Wand on Chest 90 

59 Wand on Shoulders, Trunk Bend Sideward .... 90 

60 Arms Crossed, Fallout Sideward 90 

61 

62 Hoop in Position 94 

63 Divide the Hoop 94 

64 Frame 95 

65 Hoop Horizontal Over Head 95 

66 Thrust Hoop Downward Horizontal 96 

67 Hoop on Right Shoulder 96 

68 Archer and Lunge to Right 96 

69 Hoop Sideward Downward 96 

70 Hoop Sideward Horizontal 97 

71 Hoop Sideward Upward 97 

72 Hoop on Head 97 

73 Trunk Forward, Hoop at Frame 97 

74 Half Kneeling, Hoop in Position 98 

75 Walk Position 100 

76 Knee Flexion 100 

77 Position of Clubs 106 

78 The Plain Swing 106 

79 The Shoulder Circle 108 

80 Parallel Shoulder Circles 108 

81 The Mill W T heel 110 

82 The Lower Back Circle 112 

6 



PREFACE 



THE teaching of school gymnastics requires first of all a 
thorough knowledge of the nature of the child, mental, 
physical, and moral, as given in the best courses in modern 
pedagogical psychology; then a knowledge of the general principles 
of teaching, based upon the facts of child nature; a thorough gym- 
nastic training; and finally a brief but important special training 
in the technique of teaching this particular subject. 

Although the necessity for such a course as this for Normal Schools 
is not generally recognized as vet, it is reallv more necessarv than 
in preparing to teach most other school subjects, because the prac- 
tice of gymnastics lacks an element of preparation for teaching that 
other class work gives . A member of a class in gvmnastics. having 
his attention constantly directed to his own bodily movements, is 
less likely to get a clear idea of the methods and purposes of the 
teacher in charge than in any other class, unless it is in music or 
manual training. In reading, mathematics, and all other common 
branches, the pupil spends only a small fraction of the class period 
in actual work in the subject; the rest of the time is used in watch- 
ing the work of the others and assisting the teacher in detecting 
the mistakes in word or thought made by other pupils. Not so in 
gymnastics. Each pupil executes the commands or does his part 
of the drill, and if he does this well no more is expected of him. 

Another reason for special training in this line is the greater 
expertness required of the teacher of gymnastics. The teacher of 
reading and mathematics observes and criticises the work of one 
pupil at a time; the teacher of gymnastics must observe, detect 
mistakes, and make efficient criticism of the whole class at once. 
It is one thing to be able to perform all of the gymnastic exercises 
correctly, but an entirely different thing to be able to present the 
exercises so clearly as to be understood, and then to command, 
observe, and criticise the work so as to secure rapid advancement, 
enthusiastic interest, and good order. The present course aims to 
train teachers to do these things efficiently and intelligently. 

It is not the province of such a course as this to repeat the work 
of the admirable books on psychology and general method of teach- 
ing, but rather to supplement such helps by a course of theory and 



8 PREFACE 

practice in commanding, demonstrating, and criticising gymnastic 
exercises, along with a brief study of the general principles of the 
leading systems and a review of the most important exercises for 
school use. 

It is very important that the teacher of physical training shall 
be fully aware of the necessity of the work and enthusiastic in it at 
all times; for that reason a brief statement of the reasons for physi- 
cal education is given at the outset. 

The writer feels satisfied as the result of years of experiment 
and observation of gymnastic work that of all the exercises devised 
for improvement of posture the Swedish stand easily at the head, 
and for that reason they are used here. They form an easy point 
of attack for the studv of methods of teaching, because the exercises 
are few and perfectly definite. It does not seem best to discard 
the whole system because we do not agree with its authors as to the 
angle of the feet or similar slight details. The writer has felt free 
to change an exercise or a method occasionally when experience or 
the results of recent scientific investigation indicate the wisdom of 
the change. The name "Swedish Gvmnastics" is used to give 
credit where it is due, and not to claim for this course an accurate 
copy of any traditional or ironclad system. The same should be 
said of the references freely made to the German System. That 
system should have full credit for many things included here, but 
no attempt is made to give an authoritative exposition of the system. 

Nearly all the State Normal Schools in the country give practical 
gymnasium work sufficient to prepare their students for professional 
courses like this one, but few or none of them give professional 
courses, and as a consequence only an occasional student ever gets 
the teacher's point of view clearly enough to be a good teacher of 
school gymnastics. In the interest of the bodily welfare of the 
children of the public schools, all these Normal Schools, having the 
equipment and the special teachers, should prepare their students 
for actual teaching in this branch as well as in other branches of 
education. This course has been worked out with the hope that 
it will be a practical guide to those Principals and Special Teachers 
of Physical Education who realize the need of the professional point 
of view to make the teaching of physical training in Normal Schools 
bear more fruit in the public schools. The course should be covered 
by the average normal student who has had the gymnastic and peda- 
gogic training that naturallv precedes in five or six weeks. 

W. P. Bowex. 

Ypsilanti, Mich., March 20, 1909. 



CHAPTER I 

THE NECESSITY FOR PHYSICAL EDUCATION 

Terms Defined. — Physical training means the exercise and 
training of the motor powers of the body, carried on primarily for 
the sake of health, discipline, or pleasure. The term implies some- 
thing systematic and regular, done intelligently according to hy- 
gienic principles. Physical education has a slightly wider meaning, 
including all of physical training and also the knowledge of the 
principles that should guide such training. Physical training gives 
the hygienic results and the development that is desired at the time; 
physical education does this and also prepares the individual to carry 
on his own physical training and that of other people. 

The best way to discover the most favorable conditions for any 
living organism is to notice under what conditions organisms of the 
same kind have thrived. In the case of man, we can do no better 
than to study the conditions and activities under which races of 
men have advanced and prospered, if we wish to know under what 
conditions they will continue to thrive. In other words, we must 
study the life habits of our ancestors in order to find out what con- 
ditions are most favorable for us and for our race in the future. 

When we make inquiry into the occupations and life habits of 
our ancestors, we find that they have lived under conditions of civili- 
zation but a comparatively short time. There were civilized races 
living on the banks of the Nile and the Tigris a long time ago, but 
thirty centuries after that the historians of Greece and Rome wrote 
of our ancestors, who were still savages, living in caves and huts 
in the then unbroken forests of Europe and western Asia. Their 
food was the fish and the wild game that they could kill with the 
crudest of weapons; between different races and tribes there was 
perpetual warfare. How long this and still more primitive forms 
of life had existed, no one can tell. The time since man first ap- 
peared on the globe must be estimated in tens of thousands and 
perhaps in hundreds of thousands of years. 

During all these ages our ancestors lived a life of the most 
strenuous physical exertion. As far back as savage life in the tem- 
perate zone can be traced, the men hunted, fished, carried on war, 
and took part in religious ceremonies; the women made the clothing 
and the shelter, prepared the food, and made all the utensils needed 

9 



10 THE TEACHING OP ELEMENTARY SCHOOL GYMNASTICS 

in their work, besides caring for the children and the domestic ani- 
mals. These two types of bodily exercise are quite different; that 
of the men was severe to the highest degree for a time, with periods 
of complete rest between; a type of exercise we now call athletic. 
That of the women was less severe but more steady and continuous; 
of the type of manual labor. As a result of these occupations both 
men and women were strong and vigorous; they lived and thrived 
in spite of unsanitary conditions and exposure to all kinds of weather 
and hardship. These two types of bodily exercise, carried on so 
vigorously for so many successive generations, no doubt did much 
to develop the two types of bodily form and proportions that men 
and women now inherit. 

If we continue to study the occupations of our ancestors down 
to a later day, we find that they changed their habits of life a little 
from time to time, but until very lately they still led lives of great 
bodily activity. The pioneers of the early colonies along the At- 
lantic coast, and even those who settled our own state in the early 
part of the last century, were people of strong physique, many of 
them not a whit inferior in strength and endurance to the savages 
who lived here before them. One hundred years ago fully 9.V- , 
of the population of the United States lived in the country, and the 
same was true of the middle west fifty years ago. Men cleared 
the forest with the axe, sowed and planted by hand, cut their grain 
with sickles, and threshed it with flails. AVomen did all the house- 
hold work, including all of the dairy and laundry work, made all 
the clothing, and not far back they also made the cloth from which 
the clothing was made. Pioneer life called for muscular work and 
developed a sturdy race of people. 

Since those days, almost within the memory of persons now 
living, a change has taken place in the occupations and habits of 
our people more sweeping and revolutionary as regards the develop- 
ment of bodily vigor than anything that ever happened before in 
the history of the race. The great feature of this change is the 
introduction of machinery to do the work that has always been done 
by muscle. Man invented the steam engine, the turbine wheel, 
and the gas engine to serve as means of tapping the reservoirs of 
energy in nature; and then the human body, that had done the 
work and borne the burdens of the world since time began, awoke 
one morning to find its occupation gone. Henceforth intelligence 
is not only to be supreme, as it has been in a growing measure for 
centuries, but it is to stand alone, — its former minister, muscular 
strength, reduced to the insignificant service of turning a switch to 
stop or start machinery. 



the teaching of elementary school gymnastics 11 

The extent of this change in the industrial world is entirely 
bevond comprehension. The amount of power now being derived 
from steam, gas, and water in the United States, and used to do our 
work, is measured in millions of horse power. If we were deprived 
of its services, there are not enough adult male inhabitants on the 
earth to-day, if we could put them all at work in this country, to do 
what machinery is doing for us. By means of dynamos, copper 
wires, transformers, and motors, power is being transmitted every- 
where. Labor saving machinery operated by this power, does a 
large and constantly increasing share in every field of industry. As 
a slight suggestion of its range we may mention the cotton gin, the 
spinning frame, the power loom, and the sewing machine in the 
making of clothing; the steamboat, the locomotive, the trolley car, 
the motor bicycle, and the automobile in transportation; the gang 
saw, the pile driver, the steam shovel, and the traveling crane in 
building; the magazine rifle, the machine gun, the submarine boat, 
and the battle ship in war. In the fields not yet fully covered, the 
introduction of labor saving devices is as rapid as ever; patents 
on labor saving inventions are being- issued in the United States at 
the rate of 36,000 per year. 

The introduction of machinery led to the specialization of 
occupations. In former times work was varied, giving to each 
individual not only a considerable amount of bodily exercise but at 
the same time distributing it to all parts of the body. Now all work 
runs in narrow lines. This is illustrated in factories, where each 
operator is given some small part to do, and he is expected to do 
this as rapidly and as accurately as possible day after day. In the 
transportation systems in the large cities the same thing is seen. 
One man tends to the stoking machines that supply coal to a line 
of furnaces; another oils the engines and sees that they run smoothly; 
as you enter the station one man sells you a ticket; another tells 
you what car to take; another watches you put your ticket in the 
box; another tells you when to get off; another turns the switch 
to stop and start the car. None of these require much more muscular 
force than teaching or preaching, and the work is specialized to 
even a higher degree than in the professions. Even in occupations 
where muscular work is demanded, the range of exercise is usually 
so small as to lead to deformity rather than to healthy development. 

We still have a few occupations, like farming for men and 
house work for women, that afford a variety of good bodily exercise, 
but these occupations are shunned by the more intelligent classes, 
in spite of the fact that they pay well and are much less strenuous 
than they used to be. People flock to the occupations calling for 



12 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

shorter hours, less muscular exertion, and better clothing, leaving 
the work that is more healthful and invigorating to newly arrived 
foreign immigrants. The professions of law, medicine, engineering, 
and teaching are crowded, and thousands go into commercial lines 
as stenographers, clerks, bookkeepers, traveling salesmen, agents, 
promoters, and managers, where intense competition and slight 
bodily activity is the rule. 

The modern industrial system has not only reduced the amount 
of muscular work to be done, giving shorter hours for labor and 
hence more leisure, but it has at the same time greatly increased 
production, giving all classes of workers more money to spend in 
pleasure than in former times. In the choice of amusements the 
American people show r the same inclination to avoid muscular exer- 
cise that they show in their work. They spend millions of dollars 
yearly on books, magazines, newspapers, and lectures; millions on 
festivals, concerts, parties, receptions, and banquets; millions for 
exhibitions on the stage and on the ball field; millions for horses, 
carriages, autos, pleasure boats, and for rides on boats and trains; 
millions for decoration in dress, in the home, and in public build- 
ings and grounds. Interest in active exercises and games centers 
in seeing others play them rather than in taking an active part in 
them. 

Now the deliberate choice, under the circumstances, of amuse- 
ments that do nothing for our physical development, is not what is 
to be expected of a people having the degree of intelligence that we 
pride ourselves upon possessing. When, a little while ago, the 
captains of industry consigned the human body to the scrap heap, 
along with the flail, the spinning wheel, the street car horse, and 
other discarded implements of a bygone age, it should have occurred 
to us, as students of evolution, that a body developed to its present 
type by ages of strenuous exertion might not thrive on idleness, and 
that intelligence, now all in .all, might not thrive in this world with- 
out a fairly good body. Even if we had not reasoned so far, we 
have read history, and history tells us of many a nation that has 
conquered all of its neighbors by strength of arms, and then has 
been vanquished and exterminated by the softened environment of 
peaceful life. History tells us, in fact, that every race that has ever 
become civilized has degenerated and disappeared just as fast as 
the individuals revel in luxury and become feeble in body. 

But it is not necessary now to foresee what must occur, for it 
is already happening in plain sight. We have already become a 
nation of weaklings. To quote from Drummond, "Whereas, once 
all men were athletes, now we have to pay to see one." By the time 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 13 

that the average man of to-day is thirty-five years old, baseball and 
lawn tennis are too violent exercise for him; by the time he is forty- 
five, croquet and golf are rather severe. Not over one woman in 
four hundred ever rises to the physical level of lawn tennis or base- 
ball, and few after twenty-five are equal to golf or croquet. Hun- 
dreds are so completely deprived of muscular exercise that they 
never rise above the convalescent stage of health, with a buggy ride 
as the limit of endurance. 

This is not from any inability to be strong. There are to be 
seen enough sturdy and vigorous Americans of both sexes to serve 
as examples of what we might all be. Our athletes, both amateur 
and professional, compare favorably with those of other countries 
and with those of former times, showing what the possibilities are. 
In the busy world we can find many such examples as President and 
Mrs. Roosevelt, — people whose deliberate purpose has been to 
make themselves equal, by their own habits of life, to the duties of 
American citizenship. 

The weakness and lack of development that inevitably follow 
a sedentary life cause in turn a weakness of the great vital functions 
of the body: circulation, respiration, digestion, nutrition, and ex- 
cretion. This weakens all of the tissues of the body, making them 
less able to resist the attacks of disease germs. This is why grip, 
pneumonia, consumption, and appendicitis are holding their own 
in spite of greatly improved sanitary conditions. Apoplexy and 
heart failure are on the increase because of common lack of develop- 
ment. Nervous diseases, such as chorea, melancholia, hysteria, 
nervous prostration, and insanity are on the increase, and entirely 
new nervous diseases have recently made their appearance. 

There is a marked decrease in the number of children in the 
families of the more intelligent and well-to-do people of today. 
The census reports show that American born women have on an 
average only half as many children as foreign born women now 
living here. Besides the greater number of American women that 
never marry, there is a large percentage of families with no children 
and a very high percentage with only one or two. The result is 
that in some sections the pioneer families are dying out. This 
condition of things has been attributed by some to the greater in- 
telligence and higher ideals of the people, and by others to the nar- 
row selfishness and scramble for wealth and for frivolous pleasures. 
In the last analysis the true cause is probably to be found in the 
greater decrease in the bodily vigor of the American women. The 
bearing of normal healthy children requires and probably always 
will require considerable bodily strength and endurance. It is not 



14 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

surprising that intelligent American women, realizing the extent 
of their own bodily weakness, hesitate to assume the duties of mother- 
hood, with all the risks that it involves. 

Civilization is justly proud of its achievements in sanitation, 
through which cholera, yellow fever, smallpox, the bubonic plague, — 
the disease^ that thrive in the midst of filth, — have been banished, 
and the manner of this achievement might well be imitated in this 
ease. By a campaign of education there was added to the moral 
code and to the social code the principle that uncleannesa is crime; 
and wherever this code prevails the once dreaded plagues are un- 
known. Now we must by similar campaign of education, add to 
the moral code that bodily u eakness is crime, because it leads to the 
downfall of society as surely as either filth or fraud. And it must 
be added to the social code too: for as long as a principle of conduct 
is merely a matter of morals many will shirk, but they all bestir 
themselves to get in line whenever it becomes a matter of etiquette. 
Just as soon as good physique becomes the fashion, and anyone 
with a weak body is ostracised by good society, just as it now os- 
tracises anyone with dirty clothes, the standard of national physique 
will begin to rise. 



CHAPTER II 

MEANS OF BODILY IMPROVEMENT 

There are at least three ways in which the physique of the 
American people may be improved. The first of these is the choice 
of more active and healthful occupations. In place of the rush to 
the cities and the choice of occupations that are highly specialized 
and that involve little or no muscular exertion, there should be more 
intelligent recognition of the importance of the question as to whether 
an occupation is conducive to healthful living. Agriculture, one of 
the most healthful and useful of occupations, has lost its popu- 
larity in recent years, but its hardships are rapidly becoming less 
severe as conveniences in transportation and household work make 
progress, and there is taking place at present a tendency in the op- 
posite direction. Looking in this direction, the department of agri- 
culture of the United States government is trying to popularize the 
study and practice of scientific agriculture, with the object of en- 
couraging a larger percentage of our people to live in the country. 
It is a part of the province of physical education to promote the 
choice of active and healthy occupations as well as to provide ex- 
ercise for those who need it. 

A second line of activities that is useful in improving the phy- 
sique of the American people is that of active plays and games and 
outdoor recreations. These exercises are always popular among 
those w T ho have had a chance to know them, because the race in- 
herits a fitness and inclination for them. Teachers of physical 
education should help as far as possible the promotion of outdoor 
recreations of the more vigorous type. 

Gymnastic exercises constitute the third group of agencies for 
the betterment of national physique. These exercises have the 
advantage of being at all times under the immediate and complete 
control of the teacher, who can vary the kind and quantity of exer- 
cise to suit the needs and interests of the pupils. 

Here are included the corrective and educational movements 
of school gymnastics, the various forms of military drill, the heavy 
apparatus work of the German Turners, and many other exercises 
managed and controlled in the same way. The exercises are usually 
taken by the whole class in unison, enabling the teacher to handle 

15 



16 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

large numbers at once and to provide suitable exercise for more 
people in a small space than can be given in any other way. 

SYSTEMS OF GYMNASTICS 

During the last twenty years several systems of gymnastics have 
been on trial in schools and colleges, and of these the Swedish and 
the German systems have gradually forced to the front. Each of 
these two systems fills a place, the Swedish being most useful for 
correction of posture and the German more popular for all around 
development and training of the body. The Swedish includes a 
few exercises chosen with great care, while the German system 
includes an almost unlimited number of exercises; each exercise in 
Swedish is devised for a particular purpose, while this is not true 
of the exercises of the German svstem. In the Swedish gvmnastics, 
apparatus is used sparingly and only so as to give certain physiologi- 
cal effects; in German gymnastics apparatus is used extensively 
to stimulate interest in exercise. The Swedes claim that their 
exercises can not be improved upon, and therefore any other exer- 
cise must be inferior; the Germans welcome the invention of new 
exercises, and believe in a wide range of gvninastic training rather 
than a narrow one. 

SWEDISH GYMNASTICS GENERAL PRINCIPLES 

The Swedish system of gymnastics represents the most thorough 
attempt ever made to discover all of the bodily conditions common 
to school children and students that can be improved by exercise, 
and to devise a system of exercises to meet these conditions. The 
following principles are emphasized: 

(1) The main object of gymnastics is to improve the con- 
ditions of the vital organs; strength of muscle is to be gained in- 
cidentally. 

(2) Exercise should not begin or end suddenly, but should 
increase graduallv to a climax and then graduallv decrease. 

(3) Exercises should be carefully graded, so that the easier 
exercises will lead up to and prepare for the more difficult ones. 

(4) School life causes not only a general lack of vigor, but 
also gives rise to definite faults of posture and development, calling 
for definite corrective exercises. 

(5) Exercises should be used only when they are known to 
produce good effects on the body; never because they are pretty or 
amusing. 

(6) Gymnastics should be conducted by command rather 
than by having the teacher lead in the exercise or by having pupils 
memorize them. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 1? 

In accordance with these principles the authors of the Swedish 
system have selected and denned about thirty gymnastic positions, 
formulated a system of names and commands for them, and de- 
vised a standard form of lesson plan which they follow in every 
lesson and which they call the "Day's Order." 

POSTURE 

Normal Posture. — To understand the significance of posture 
one must bear in mind that the framework of the body consists of a 
great many separate bones, so joined as to admit of free movement, 
and poised upon a small base below. In the trunk we have an ex- 
ceedingly flexible column of twenty-four vertebrae, separated by 
elastic discs, resting upon the pelvis; this in turn, is poised upon 
the bones of the lower limbs. The base is so small that any devia- 
tion from a vertical position necessitates a deviation of another part 
in the opposite direction. In normal posture there is no deviation 
laterally, while in the antero-posterior direction the trunk shows 
three normal curves: one in the lumbar region that is concave at 
the back, one in the region of the chest that is convex at the back, 
and one in the region of the neck that is concave in the same direction. 

How Normal Posture is Maintained. — The weight of the 
upper parts of the body are constantly tending to deepen the normal 
curves and any others that may be present accidentally, so that 
normal posture must be maintained in constant opposition to the 
force of gravitation, and at the expense of a considerable amount 
of enerorv. 

The first essential of good posture is evidently strong and cor- 
rectly shaped bones. The disease of children commonly called 
rickets, in which the bones are weak, often leads to bad postures; 
certain diseases of the bones in later life have similar effects. Another 
essential of good posture is the complete set of ligaments which bind 
the system of bony discs into a movable but inseparable column. 
A broken ligament makes normal posture impossible as well as a 
broken bone; vet bones and ligaments avail nothing unless thev 
are held in proper position by the contraction of the muscles. The 
elasticity of the muscles aids somewhat to hold the body erect, but 
it is their contraction under control of the nervous system upon 
which most depends. If this were not so, one fainting or falling 
asleep would not lose his erect posture. 

Origin of the Normal Curves. — Every young child learns 
to stand erect as a voluntary movement, but in the usual way it soon 
becomes reflex by practice. While the child is creeping, the thighs 



18 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

are bent forward at a sharp angle with the trunk, and the spinav 
column presents one continuous curve from the head to the pelvis, 
except that when the head is held up the curve in the region of the 
neck takes the form that is to he normal. During the weeks and 
months that precede the erect position, the muscles and ligaments 
about the hip joints have been growing and becoming more firm 
and strong, so that when the child first tries to straighten up on his 
feet, those on the front side of the hip do not yield readily, but hold 
the pelvic basin tilted forward. This necessitates the bending 
backward of the trunk in the erect position, giving rise to the normal 
curve in the lumbar region. The convex curve in the region of the 
chest is the original curve. The posture a child has when he first 
stands and walks is usually perfectly normal, but the amount of the 
lumbar curve is sometimes too great when the child has remained 
in the creeping stage too long, making it impossible for him to suffi- 
ciently extend the hip joints. 

Round Shoulders. — This is the most common defect of 
posture caused by school life. It consists in part in a drooping 
forward of the head, reversing the normal curve of the neck, and 
increasing the curvature in the upper part of the chest. The shoulders 
are often drawn forward too, contracting the chest and rounding the 
back. The first part of the defect, — the drooping of the head, is 
due to the weight of the head not being supported by the weak mus- 
cles, and to the habit of bending over a book or other work; the 
position of the shoulders is caused by the habit of holding the arms 
forward and using them much in this position. This shortens the 
muscles on the front of the chest and stretches those on the back, 
pulling the shoulder blades forward. 

The chief objection to round shoulders is its effect on the chest. 
Two groups of muscles, the scaleni and the sterno-mastoid, pass 
from the head and the vertebrae of the neck to the two upper ribs and 
the sternum, and normally act as supports for the chest, holding it 
up and thus giving it a large capacity. When the head droops 
forward these supports are without their upper point of vantage and 
allow 7 the ribs to sink. The abnormal deepening of the curve of 
the spine in the chest region also acts to depress the ribs. All this 
flattens the chest in front, lessening the range of the breathing move- 
ments and leaving some of the upper parts of the lungs unused. 
The other organs are crowded and their action hindered. General 
vitality is lessened and tendency to lung diseases is especially in- 
creased. 

Hollow Back. — This is an exaggeration of the lumbar curve 

Do 

of the spine. It i- sometimes due to the pelvis tipping forward too 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 19 

far, probably the result of learning to stand too late, after the tissues 
at the front of the hip are too strong to admit of extending these 
joints. Sometimes the fault is due to weakness of the abdominal 
muscles; more often to the habits of allowing the hips to sway too 
far forward and the shoulders too far backward. 

Hollow back causes the spinal column to have less supporting 
power than it should have, and often occasions pain in the small 
of the back. The pain is usually believed, by the subject, to be due 
to weak back muscles, but this is not the case; the weight of parts 
above is transmitted, not through the whole extent of each vertebra, 
but by a small margin at its posterior edge, causing excessive pres- 
sure and often pain. Hollow back also tends to cause round shoulders, 
because it puts the shoulders so far back that the head must be 
drooped forward to keep the balance. 

Lateral Curvature. — Lateral deviation of the spine also 
weakens it, and if the amount of curvature is great, it is apt to cause 
compression of the spinal nerves where they pass out at the sides of 
the vertebra?, causing pain, cramp, or paralysis of the parts to which 
the nerve goes. 

Lateral curvature of the spine is often caused by the pelvis not 
being held at the same height on the two sides. The spine starts 
upward at right angles to the line joining the hip joints, and if these 
two joints are not at equal height there must be a curve convex to- 
ward the side of the lower hip. This may arise from inequality in 
the length of the lower limbs, or from the habit of standing on one 
foot with the opposite hip held up or dropped down. A lateral 
curvature may also result from habits of position due to occupation, 
as when the head is held to one side in writing- the slanting; stvle of 
penmanship, or when a weight is habitually carried in one hand 
or under one arm. Waiters in restaurants and women who carry 
babies often acquire lateral curvature from always carrying the 
weight on the same side. 

General Causes: Muscular Weakness and Fatigue. — 
The prime factor in faulty posture, ever present and unavoidable, 
is the force of gravitation. It follows that anything that causes 
the muscles to be deficient in power and efficiency is an important 
factor in the causation of all kinds of bad postures. 

Muscular weakness is evidently a serious evil in this connec- 
tion. No one who lacks the strength of muscle to hold himself 
erect, can be expected to maintain good posture habitually. No 
one can stand erect for an indefinite time. It is a mere matter of 
time when the strongest will fall from complete fatigue. We all 
avoid such extreme fatigue by spending nearly one-third of our time 



20 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

in bed, where all the muscles can be relaxed, and by varying our 
positions while standing, sitting and walking, so as to rest some of 
the muscles while using others. The natural tendency to avoid the 
fatigue of holding one fixed position is one cause of the restlessness 
of children; they seldom acquire bad postures until we have taught 
them to stand and sit still. Such occupations as writing, sewing, 
reading, etc., are apt to cause bad postures, partly because the posi- 
tions assumed in them are bad, but still more because they bring on 
fatigue of the muscles that are used in holding good posture. The 
great problem of preventing bad postures is the problem of avoiding 
excessive fatigue of the supporting muscles. 

General Causes: Occupation. — Next to weakness and fa- 
tigue, occupation is the most important cause of bad postures. 
When muscles are habitually used in a certain position, they tend 
to grow into the form given to them in that position. For example, 
when one works most of the time with the head bent forward to look 
closely at something, the muscles on the back of the neck, as they 
are gradually renewed in the repair that accompanies and follows 
work, come to be longer than they formerly were; when the arms 
are used vigorously in a forward position, as in pushing a lawn 
mower, the muscles in front of the chest gradually grow shorter, 
unless they are also used in some other way to counteract the tend- 
ency. It is evident that these effects of occupation are much more 
marked in the young than with older persons, and at the same time 
the possibility of correction by gymnastic exercises is much greater 
during the earlier period. 

The Three Stages. — In the history of a case of bad posture 
resulting from occupation or habit there are three stages. In the 
first or transient stage, the posture is taken because circumstances 
favor it. For example, the pupil droops forward as he writes, and 
the clerk leans sidewise against the counter, but each leaves the 
position as he leaves the place and the occupation. He can stand 
well, and usually does so. In the second or habitual stage the 
position so often assumed seems to be the natural and correct one. 
The bad posture goes with him, and he feels unnatural if he stands 
erect. He has the muscular strength to straighten up, but he has 
forgotten how to do it; his muscular sense tells him he is straight 
when he is not. The effect of the posture is worse than before, 
simply because he holds it all the time instead of occasionally. In 
the third or permanent stage the muscles and perhaps the bones 
have adjusted themselves to the abnormal posture, and he lacks 
the strength to correct the defect, even when he is taught how. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 21 

In the first stage it is only necessary to see that no bad posture 
becomes habitual. This demands watchfulness on the part of the 
teacher, and caution given in time. To be taught the correct standing 
position is a great help here. In the habitual stage one must learn 
over again the correct posture he once learned as a child, and must 
practice it until it becomes habitual again. In the third stage the work 
of the second must be done, but it has to be preceded by a course of 
treatment including outside force to aid in the straightening; even 
then improvement is slow and complete recovery is doubtful. 

Remedial Measures: General. — Since muscular weakness 
plays such an important part in the causation of bad postures, the 
general development of the muscles that are used in maintaining 
normal posture must be of first importance. Swedish gymnastic 
exercises are intended to accomplish this purpose; other forms of 
exercise are also useful. 

Among exercises that are especially good for all forms of bad 
posture are those where the weight of the body is suspended by 
the arms; here the tendency of the weight is to straighten rather 
than to increase the curvatures. The most valuable single exercise 
is the fundamental standing position of gymnastics. In teaching 
this exercise the individual faults of the pupils are pointed out and 
each is aided in the correction of his own; when one has learned 
this position he is much less apt to reach the habitual stage of any 
bad posture he may happen to assume, for he knows the correct 
position and is able to assume it at any time when he finds himself 
in a bad posture. Pupils should be tested individually, and given 
to understand that it is expected of them to know how to assume 
the correct fundamental position at any time; pupils unable to do 
so should be given individual help, outside of class hours if necessary. 
Often it is necessary to push the pupil into the correct position and 
then have him try to hold it for a short time; in this way he will 
gradually gain the strength and the coordination. 

Remedial Measures: Special. — If the cause of any particular 
defect is evident, it is of course best to try to have it removed; the 
posture will not yield promptly to treatment if the cause continues 
to act. For example, a lateral curvature caused by a short limb 
should first be treated by adding a lift to the shoe to equalize the 
length; but in lateral curvatures the causes and the special forms 
of treatment are so difficult to master that only a specialist should 
attempt more than general measures. With round shoulders and 
hollow back the case is simpler, and an intelligent teacher with a 
fair knowledge of Swedish gymnastics should be able to give effective 



£2 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

help in the earlier stages. Here the Swedish system provides special 
corrective exercises: the Arch flexions for round shoulders, and the 
Back and Abdominal exercises for the hollow hack. 

Often a lateral curvature in the habitual stage can be corrected 
by using an auxiliary or "Key-note" position. This is sometimes 
raising one arm upward, or taking a fallout. By trying all kinds 
of arm and foot positions, one can usually be found which gives the 
spine a perfectly straight position. Now have the pupil take this 
"Key-note" position and then try to return to fundamental position 
while holding the spine in the straight line that the position enables 
him to get. Repeated practice of this kind is often successful in 
early stages. 






CHAPTER III 
TEACHING 

COMMANDS THEORY 

One of the first and most important things for the teacher of 
gymnastics to master, and yet not a difficult one, is the giving of 
commands. 

For many years the movement of soldiers in training and in 
war has been controlled by command, and the experience of military 
officers has brought the theory and practice of commands to a high 
degree of perfection. 

Each command consists of: 

(a) An explanatory part, which should give all necessary 
information of what is to be done; 

(b) A pause, long enough for pupils to fully comprehend what 
has been said; and 

(c) An executive part, which is the signal for action. For 
example: Arms sideward, — Raise! 

Commands are worded as if addressed to one individual, and 
the name or title of those addressed is not mentioned unless different 
individuals are commanded to do different exercises at the same 
time, as in trunk bending backward with support (See page 65). 
One exception is the command Class, — Halt! Here the word "Class" 
is used as a warning signal in the absence of a command of explanation. 

In giving commands the explanatory part should be spoken in 
a clear and animated tone, preferably at about the speed of common 
conversation, and should close with a slight falling inflection, to 
indicate that the explanation is completed. The executive command 
should be distinct and vigorous (not necessarily louder than the 
former part), and should end with a slightly rising inflection, be- 
cause this gives a more pleasing effect and makes the voice heard 
more easily than the falling inflection. Example, Arms Sideward, — 
Raise! Teachers should cultivate a clear, strong, and pleasant 
voice and should habitually use a quality of tone that expresses 
interest in the work. 

The most common faults of beginners in the giving of commands 
are: 

(a) Too short a pause between the two parts. 

£3 



\>4 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

This arises because the teacher, familiar with the exercise, fails 
to realize that it is new to the pupils and that they require time to 
recall the meaning of the explanatory command. The signal for 
action coming before they are ready, they fail to respond in unison 
and fall into the bad habit of watching one another in place of giving 
attention to the commands. The quicker and more complex the 
exercise, the longer the pause must be. For example: Heels, — 

Raise! Hips, Firm! Special cases and exceptions will be 

pointed out as they occur. 
(6) An indifferent tone. 

Pupils judge the relative importance of exercises and the teacher's 
interest in them by the tone in which the commands are given. Only 
commands for resting and dismissal should be given in an indiffer- 
ent tone; in all other cases it should indicate a lively interest on 
the part of the teacher. Teachers are especially apt to drop to an 
indifferent tone on return commands and so slight the fundamental 
position with which each exercise should close. 

(c) The commands are not plainly audible. 

This is sometimes due to a weak voice, sometimes to careless 
enunciation, and sometimes to pitching the voice on too low or too 
high a key. 

There are other faults to be avoided, such as a scolding tone, 
too loud and imperious a voice, and various personal mannerisms. 
Any of these faults can usually be overcome by practice. 

COMMANDS PRACTICE 

After studying the above explanations of the theory of commands, 
students should practice speaking the commands for the gymnastic 
positions on pages 29 to 42, taking care to follow the above direc- 
tions exactly and to avoid the common faults. In recitation, stu- 
dents will give the command for fundamental position, for the ex- 
ercise and the return, and finally leave the pupils at rest. 

DEMONSTRATION THEORY 

The first step in the teaching of a new exercise is to give the 
pupils a mental picture of what is to be done. The degree of suc- 
cess that will attend the first attempt of the pupils to perform the 
exercise will depend largely upon the clearness of their mental pic- 
ture of it. 

To produce the most clear and vivid mental picture of any- 
thing it is necessary to appeal to the eye; in other words, the new 
exercise must be shown. This requires that the teacher be able 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 25 

to perform the exercise accurately. Often it must be seen by the 
pupils from more than one side. 

At the same time the essential things about the exercise must 
be told, to prevent the pupils from emphasizing non-essentials; 
this should be done in an energetic and interesting way, while the 
exercise is before their eyes. If the exercises have a definite pur- 
pose that the pupils are able to understand, it is important that 
this should also be mentioned, since it explains why certain points 
are essential while others are not. 

Since clearness involves simplicity, the teacher must take pains 
not to talk too much nor too long, but give the idea in the shortest 
time and in the fewest possible words. 



DEMONSTRATION PRACTICE 

After studying the above theory, students should practice demon- 
strating the Swedish Gymnastic Positions given on pages 29 to 42, 
in the order in which they are given. This will require a careful 
study of the descriptions of these exercises and of the illustrations, 
to make sure that the teacher's mental picture of each is clear and 
accurate. 

It is well to give the command in connection with the demon- 
stration, to gain further familiarity with the commands. 



NOTATION IN GYMNASTICS THEORY 

Teachers need to use written symbols to represent the exercises. 
It saves time and space to abbreviate the names of the exercises. 
In abbreviating these names the following principles are used: 

(1) The common custom of closing each abbreviation with a 
period is not followed. 

(2) As far as possible without causing any confusion, the 
initial letter of an exercise or a direction is the abbreviation for the 
full name; for example, F for feet, s for sideward, u for upward, etc. 

(3) Capitals are used for designating the parts of the body, 
and small letters in other cases. This distinguishes F, feet, from 
f, forward; B, the back, from b, backward, etc. 

(4) Where exercises have the same initial, we secure clearness 
by using enough other letters. Examples, std for stride, str for 
stretch, ch for change, cmd for circumduction, etc. 



£6 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



LIST <>l ABBREVIATIONS IN ALPHABETICAL ORDER 



A. arm or arms. 
al». about. 

al. alignment. 

B, the back. 
1>. backward, 
bd, bend. 

br, breathe or breathing. 

ch, change. 

ciiid. circumduction. 

(1. downward. 

F, foot or feet. 

fal. fallout. 

f. forward. 

fc, face or facing. 

fl. fling or flinging. 

H. head or heels. 

Hf, hips firm. 

hor. horizontal. 

hg. hang or hanging. 

inch incline. 

jp, jump. 

K. knees. 

L. legs. 

1. left. 

In. lean or leaning. 

In hi* lean hang. 

mch, march or marching. 

inch rr. march to the rear. 



in t, mark time. 

Xf. neck firm. 

num. numbering. 

op, open. 

ord, order. 

o, outward. 

pos, fundamental standing position 

pi. place or placing. 

pt. parting. 

pre}), preparation for. 

r. right. 

rk. rank. 

rpl. replace. 

rse, raise. 

rot. rotation. 

^it. fundamental sitting position. 

s, sideward. 

std, stride. 

str, stretch. 

snk, sink. 

sp, spaces. 

stud, stand or standing. 

stp. step. 

sup, support. 

sw, swing. 

Tr, trunk. 

tw, twist. 

wk. walk. 



NOTATION IN GYMNASTICS — PRACTICE 

By a study of the names and abbreviations of exercises used 
thus far. prepare to write the abbreviations for any of these exerci-e> 
the teacher may show or command. Be ready also to give the 
correct commands for such exercises. 



OBSERVATION AND CRITICISM — THEORY 

It rarely happens that one is able to perform a wholly new 
exercise accurately the first time, no matter how clear a demonstra- 
tion of it has been made. The process by which one learns a new 
exercise i- called coordination. It involves control of the muscles 






THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 27 

in new combinations and a training of the muscular sense, — the 
sense by which we get direct knowledge of the position of our joints 
and of the force with which our muscles are contracting. We try 
to make the new movement several times, and gradually gain in 
accuracy by recognizing our faults and correcting them. 

By practicing many times we may acquire the ability of taking 
the exercise correctly without directing our attention to it. The 
movement is then said to be reflex. The learning of a new and 
simple movement is seen therefore to include three stages: (a) 
Getting a clear mental picture, (b) Perfecting the coordination, and 
(c) Making it reflex. 

Success in perfecting the coordination depends largely on how 
promptly and clearly the pupil recognizes his mistakes as he tries 
to take the exercise. Since he can see his own positions to but a 
slight extent, he will learn much faster if some one can tell or show 
him how far his attempts are successful and to what extent they are 
faulty. This stage of the teaching, therefore, requires of the teacher 
two things: 

(1) Observation of the class as the exercise is taken, with the 
object of discovering where the movement is accurate and where it 
is inaccurate. This is probably the most difficult of all the duties 
of the teacher of physical training. Before he can do this success- 
fully he must not only have a very clear concept of what the exercise 
should be, and such a mastery of the commands that he can give 
undivided attention to the work of the pupils, but his eye must be 
trained to observe exercises and detect mistakes quickly. 

It is an aid to the teacher to keep the most common faults in 
mind; for this purpose the faults that are most common are given 
here along with the definitions of the exercises. 

The custom of leading the class in the exercises, which is ha- 
bitually followed by some teachers of gymnastics, is inevitably fatal 
to the best results in this stage of the teaching; because it takes the 
attention of both the teacher and the pupils away from what all 
should be watching, viz: the work the pupils are doing. The 
mental picture should be made so clear and vivid that this con- 
tinuous leading is unnecessary. 

Some exercises can best be observed from the front, some from 
the rear, and some from the side. This makes it necessary for the 
teacher to move about as the work goes on The common custom 
of sitting before a class causes teachers to feel that they should stand 
or sit in front of a class to give commands, but this is not at all neces- 
sary. It is well to have the class face in all four directions during 



28 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

the lesson, since it prevents pupils from forming the habit of imitating 
those in front of them, and also places all near the teacher a part 
of the time when new exercises are shown. 

(2) Criticism of the work of the pupils. 

The object here is to give the pupils the benefit of what the teacher 
has learned in observing their work. The attitude of the teacher in 
making these criticisms should be one of encouragement and en- 
thusiastic helpfulness. The word "criticism" does not mean fault 
finding, but the giving of a true estimate of the degree of success 
the pupils have reached in their attempts to do the work. A class 
can be kept wide awake and interested by keeping them informed 
all of the time of the progress they are making. Faults of course 
must be noticed, but as the work improves the class should be told 
of it and especially good work commended. 

Criticism of faults in an exercise should be specific, stating 
exactly what is the matter in the clearest possible way. An ob- 
jective showing of the fault in contrast with the right way of doing 
it is often the clearest and the quickest way. 

The first faults to be criticised are naturally those that are 
general; they should be mentioned in a general remark to the whole 
class. Individual mistakes require help for each pupil, which can 
usually be given by word but sometimes best by direct assistance 
with the hand. The latter is especially true of posture of the trunk. 
As a general principle it is well to give more individual criticisms 
to older pupils and more general criticisms to younger children, 
since children sometimes misinterpret the personal attention. 

OBSERVATION AND CRITICISM PRACTICE 

Having carefully studied the above theory, students should now 
practice observing and criticising the Swedish gymnastic positions 
on pages 29 to 42, in the following manner: working together by 
twos, one acting as teacher and the other acting as pupil, then chang- 
ing places; one acting as teacher gives the commands, the pupil 
takes the exercise, and the teacher observes and criticises the work. 
Each is expected to show in recitation that he has acquired the 
abilitv to do this effectively. 



CHAPTER IV 



THE SIMPLE GYMNASTIC POSITIONS 




(1) Fundamental Position. (Pos.) Fig. 1. 

Command, In position, — Stand! 

Heels together, or nearly so, toes turned out making an angle 
of from 45 to 90 degrees ; entire body erect, inclined slightly forward 
from ankles; knees extended, hips drawn back, chest high, head 
erect, chin in; shoulders held back and down at the 
same level, arms hanging freely at the sides, wrists 
and fingers extended but not too stiff, palms resting 
against the sides of the thighs. 

► gl Return command, In place, — Rest! or Class, — Rest! 
* * Move right foot one foot length to the rear and as- 
sume an easy posture without leaving floor position. 

Purpose: To cultivate normal posture and to serve 
as a starting position for other exercises. 

As a posture exercise, fundamental standing posi- 
tion aims to do three things: 

(1) To strengthen muscles used in holding good 
posture; 

(2) To stretch some tissues and contract others, so as to correct 
the effects of bad postures; 

(3) To train the muscular sense and the proper nerve centers 
so that correct posture will be taken reflexly. 

Fundamental position is the most important of all exercises for 
improving posture; in fact, other posture exercises are useful only 
as they enable one to take fundamental position more easily and 
accurately. Because of its importance it is customary in Swedish 
Gymnastics to give it before and after each exercise; it is agreed 
that it is hot to be sacrificed in the taking of any other exercise. 
M| To criticise fundamental position effectively it must be viewed 
from two directions: From front or rear and from the side, the 
latter being more important. Viewed from front or rear there should 
be bilateral symmetry: weight equally divided between the feet, 
spinal column straight and vertical, and hips and shoulders at the 
same height on each side and equally distant from the spine on each 
side. Viewed from the side, the general line of the body should 



Fig. 1 

Fundamental 

position 



29 



so 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



be straight from head to heel with inclination forward at such an 
angle as will bring the center of gravity of the body over the balls 
of the feel ; the spinal column should exhibit the three normal curves: 
cervical, dorsal, and lumbar. The poise is tested by rising on the toes; if 

one has to sway forward or back before rising, 
the weight was not over the balls of the feet. 
Faults: Seen from the side: (See 
2.) _ 

Weight poised too far back, 
Hips and abdomen too far forward, 
Head too far forward, 
Arms and hands too far forward. 
Seen from the front or rear: 
Weight not evenly divided, 
Uneven hips or shoulders, 
Head held to one side 
The combined effect of the first group 
of faults is to flatten the chest and lessen 
the range of the breathing movements; at 
the same time the organs in the body cavity 
are crowded and their action hindered. The 
combined effects of the second group is 
to cause lateral curvature of the spine, 
which lessens its supporting power and in 
severe cases causes pressure upon the spinal 
nerves where they pass out from the spinal 
canal. 
(2) Fundamental Sitting 
Position. (Sit.) Fig. 3. 

Command, In position on the 
bench (or chair or school seat) , — Sit! 
Pupils promptly seat themselves 
and at once assume erect position 
of the trunk as described for funda- 
mental standing position. 

At the command, In place, — 
Rest! an easy posture is assumed. 
Return command, In position, — 
Stand! 

Purpose: To furnish a start- 
ing position for certain exercises 
that can be taken from it to a bet- 
ter advantage than from standing 

position. Fundamental sitting position 




Fig. 2 
Faulty standing position 




THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



31 



Faults: The most common fault in this position is letting 
the pelvis tip back, taking out all the normal lumbar curve of the 
spine and giving what is called the "rocking chair" position. 

(4) Fallout Forward, (fal f.) Fig. 4. 
Command, Right (or 1) foricard, — Fallout! 
The foot is lifted and placed forward three 

foot lengths, toes turned out at the same angle as 
in fundamental position, heels on the floor; for- 
ward knee bent until it is vertically over the toe; 
trunk and rear limb in straight line from head to heel; 
face and shoulders squarely to the front. The 
body should remain straight and fall forward as 
the foot is lifted. 

Return command, Foot, — Replace! 

In returning to position the body remains 
straight as before, and is brought to the vertical ^Ed^oTh^s™* 11 
position by a spring made by suddenly extending the 
ankle and the knee. 

(5) Fallout Sideward, (fal s.) 
Command, Right (or 1) sideward, — Fallout! 

This fallout is taken like the other except that the foot is moved 




Fig. 4 



Tm 





Fig. 5 
Fallout sideward 



Fig. 6 
Fallout outward 



THE TKA< HIXG OF KLK.MKNTAHY SCHOOL GYMNASTICS 

sideward and the body is inclined sideward in the same direction, 
while the face and shoulders remain turned to the front. 

(6) Fallout Outward, (fal o.) 
Commands like the preceding except as to direction. 
This fallout is defined like the others except as to the direction: 
the foot is placed diagonally, midway between forward and side- 
ward. Face and shoulders are turned to the front, — not in the 
direction of the foot. 

Purpose: (a) To cultivate the muscular sense and the ability 
to coordinate good posture; this is accomplished by the practice it 
gives in holding the trunk in its correct form while it is out of vertical 
position: (b) to serve as a starting point for certain exercises; (c) 
to serve as warming up exercises when taken rapidly in series. 

Faults: In criticising fallout positions the teacher should 
observe them from all directions and should keep in mind all of the 
points specified in the definitions, as all of these points are apt to 
be wrong, and all are important. In the outward fallout, which is 

much the most difficult of the three to take, 
there is a special tendency to turn the face and 
shoulders toward the foot, instead of keeping 
toward the front, thus making it merely a 
forward fallout with a turn of 45 degrees. 




(7) Leaning Position. (In.) Fig. 7. 
Command, In leaning position with hands 
on desk, — One! Two! 
Fig. r The command is given while the pupils 

Leaning position are standing between the desks and the move- 

ment is executed in two parts: at the command One! the hands are 
placed on the desks, and at the command Two! the feet are placed 
backward, bringing the body to the position shown in Figure ?, with 
the weight resting on the arms and the bodv straight from head to 
heels. 

Return command. In position, — Stand! The feet are placed 
forward and the hands are immediately removed from the desks. 
The return may be commanded and executed in two parts if the 
teacher prefers. 

Purpose: To exercise the abdominal muscles and to cultivate 
posture. 

Faults: Body not kept straight. 

(8) Hanging Position, (hg.) Fig. 8. 
Command, Hands over head, — Grasp! Feet, — Raise! 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



33 



With the hands grasping some bar, ladder, or other support 
overhead, the feet are raised from the floor so that the weight is 
borne by the arms. The pupils may, in some cases, jump and catch 
the bar; sometimes they may climb up the wall ladder; and some- 
times they stand on a bench and this is removed when the feet are 
raised; then the feet can hang freely. 

Return command, In position, — Stand! 

Purpose: To aid in chest expansion; (b) to serve as a start- 
ing point for other exercises, especially abdominal exercises. 





Fig. 8 
Hanging position 



Fig. 9 
Leaning hang position 



{In hg.) 



Fig. 9. 



(9) Leaning Hang Position. 
Command, Backward, — Lean! 

Given while class stand close to a wall ladder or other object 
of support, with hands grasping bar and elbows completely flexed. 
When the class is close to the wall ladder and facing it the command 
may be, Hands on round at height of eyes, — Place! Feet on lower 
round, — Place! A rms, — Stretch! 

At the command Stretch the arms are extended and the body 
leans backward as far as the arms will permit; body remains straight 
as in fundamental position. 

Return command, In position, — Stand! 



34 



THE TEACHING OF ELEMENTAKY SCHOOL GYMNASTICS 



Purpose: (a) To exercise back 
muscles; (b) to cultivate posture. 
Faults: Body not held straight. 

(10) Incline Backward. Fig. 
10 and Fig. 11. 

Command, Backward, — Incline! 
Given while pupils are in stride 
forward, sitting position with foot 
support, or in half kneeling or kneel- 
ing position. "When taken from sit- 
ting, half kneeling, or kneeling posi- 
tion the trunk inclines slowly back- 
ward, all the normal curves of the 
spine remaining unchanged. When 
taken from the stride position the 
rear knee is bent and the entire body 
leans backward, with body straight 
from head to the forward foot. 

Return command. Trunk, — Raise! 
Purpose: (a) To cultivate nor- 
mal posture; (b) to develop the abdominal muscles. 

Faults: (a) Head drooped forward; (6) back hollowed; (c) 
trying to incline too far, causing faulty position and strain. When 
taken from sitting position, the feet must be supported to prevent 
falling backward. 






Fig. 10 
Incline backward 





Fig. 11 



Fig. 12 
Head backward 



Fig. 12. 



(11) Head Backward. 

Command. Head Backward, — Bend! 

The head is held erect and moved backward as far as possible. 

Return command, Head, — Raise! 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



35 



Purpose: To correct round 
shoulders and to raise the chest. 
"Round shoulders" is a defect of 
posture that seriously affects the 
health, because it flattens the chest 
and lessens the range of the breath- 
ing movements. Habitual flatten- 
ing of the chest leaves many air 
cells without fresh air, a condition 
favorable to the growth of disease 
germs. 

Faults : (a) Raising the chin 
too high; (6) bending the lower 
part of the spine, thus sacrificing 
the fundamental position. This 
may be avoided by having the 
beginners take the exercise at first 
while sitting in the school seat, 
where the back of the seat pre- 
vents the fault. 




Fig. 13 
Trunk backward 



(12) Trunk Backward. Fig. 13. 
Command, Trunk backward, — Bend! 

Like the preceding but more extended, the backward bend 
beginning in the neck and extending down into the region of the chest. 

Return command, Trunk upward, — Stretch! or Trunk, — Raise! 

Purpose: Same as the preceding. 

Faults: The bend extends too low, so as to hollow the back; 
this is to be avoided by having the pupils assist each other, taking a 
position known as "Support." (See page 65.) 

(13) Trunk Forward. Fig. 14. 
Taken only from stride position sideward. 
Command, Trunk forivard, — Incline! 

The trunk is inclined forward, the movement taking place in 
the hip joints only, as far as the hips can be flexed; normal curves 
of spine are maintained, and head, shoulders, and trunk held in 
the same relative positions as in fundamental position. 

Return command, Trunk upward, — Stretch! or Trunk, — Raise! 

Purpose: To cultivate the correct posture of the spine and 
develop and train the muscles of the back, which are the ones chiefly 
involved. 



36 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



Faults: Hips not completely flexed; normal posture of the 
spine lost. 

(14) Trunk Downward. Fig. 15. 
Command, Trunk downward, — Bend! 





Fig. 14 
Trunk forward with hands on hips 



Fig. 15 
Trunk downward with hands on neck 



Given while the pupils have trunk forward. The trunk is 
bent further downward by relaxing the muscles in the small of the 
back. The relative positions of the head, shoulders, and chest 
are kept as in fundamental position. 

Return command, Trunk upward, — Stretch! or Trunk, — Raise! 
The command may also be given while the pupils are in stride side- 
ward with trunk erect. 

Purpose: Same as for trunk forward. 

Faults: Failure to maintain the normal position of the head 
and shoulders. 





Fig. IP. 
Trunk sideward 



Fig. 17 
Trunk twist with hands on hips 



(15) Trunk Sideward. Fig. 16. 
Command, Trunk to right (or 1), — Bend! 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



37 



The trunk bends directly to the side, with the relative positions 
of the head and shoulders unchanged. 

Return command, Trunk upward, — Stretch! or Trunk, — Raise! 

Purpose: (a) To cultivate flexibility of the spine; (6) to 
strengthen the muscles used in maintaining the normal position of 
the spine; (c) to stimulate the internal organs by variations of 
pressure. 

Faults: (a) Trunk twisted; (b) head not in normal position; 
(c) one knee partly flexed; (d) leaning backward. 

(16) Trunk Twist. Fig. 17. 

Command, Trunk to right (or 1), — Twist! 

Trunk twisting on vertical axis, not twisting the head or hips. 

Purpose: Same as for side bend. 

Faults: Twisting legs and hips, and twisting head. 

Return command, Trunk for icard, — Twist! 





Fig. 18 
Hands on hips 



Fig. 19 
Hands on neck and stride sideward 



(17) Hands on Hips. Fig. 18. See also Figs. 14 and 17. 
Command, Hips, — Firm! 

The hands are placed firmly against the waist, just above the 
hips, palms on the crest of the hip bone, fingers forward; elbows 
drawn slightly backward; wrists straight or lower than the line of 
the hand or arm. 

Return command, Arms, — Down! 

Purpose: (a) To aid in holding the trunk firm; (b) to serve 
as a convenient position for the hands in exercises in which it is not 
advantageous to leave them hanging freely. 

Faults: (a) Elbows too far forward; (6) wrists too high. 

(18) Hands on Neck. Fig. 19 and Fig. 15. 
Command, Neck, — Firm! 

Start as in flinging arms sideward, then flex elbows and bring 
finger tips together at the back of the neck, with head erect and 
elbows well back. 



38 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 




Return command, Arms, — 
Down! 

Purpose: (a) To aid in 
chest expansion; (6) to culti- 
vate good posture; (c) to increase 
the difficulty of other exercises. 

Faults: (a) Arms brought 
up toward the front; (6) head 
moved forward; (c) elbows not 
held well back. 



Figs. 



Fig. 20 
Arms bend 






(19) Arms Bend. 
20 and 24. 

Command. Arms, — Bend! 
The forearms are raised 
sideward, flexing the elbows, 
which remain close to the sides 
as possible; the hands are half 
closed, raised over the shoulders 
and carried as far to the rear as 
possible. 

Return command. Arms, — 
Down! or Arms downward, — 
Stretch! 
In the latter case the elbows are raised slightly and then thrust 
downward with force. 

Purpose: (a) To aid in chest expansion; (b) to serve as a 
starting point for arm stretchings: (c) to vary the difficulty of other 
exercises. This exercise aids in chest expansion only when the 
elbows are held down and the hands far to the rear at the same time. 

Faults: (a) Elbows not held down with enough force: 
hands not held back with enough force; (c) back hollowed. 

(-20) Arms Forward. Fig. 21. 

Command. Arms forward. — Raise! 

Arms raised slowly forward to horizontal position, parallel, 
elbows and wrists extended, palms toward each other. 

Return command. Arms, — Sink! 

Also taken quickly at the command, Arms forward. — Fling! 
and also at the command. Arms forward, — Stretch! The latter 
command is given while pupils have the arms bent, as in exercise 19. 

Purpose: (a) Cultivation of posture; (b) to vary the diffi- 
cultv of other exercises. 

Faults: (a) Leaning back at the waist; (b) arms too high; 
(c) shoulders forward. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



39 



(21) Arms Sideward. Fig. 22. 

Command, Arms sideward, — Raise! 

The arms are raised slowly sideward until they are horizontal, 
with elbows and wrists extended, palms turned downward, and 
arms held well back. 

Return command, Arms, — Sink! 

The commands Fling and Stretch are used in this exercise as 
in the preceding one, and with the same meaning, the latter com- 
mand being given when the arms are bent. 





Fig. 21 
Arms forward 



Fig. 22 
Arms sideward 



Purpose: (a) Cultivation of posture; (b) chest expansion; 
(c) to vary the difficulty of other exercises. This exercise aids in 
chest expansion if the arms are held well back, but not otherwise. 

Faults: (a) Arms are not at the correct height; 
(6) arms not held well back; (c) class facing in such a 
way that collisions of arms occur between pupils. 

(22) Arms Upward. Fig. 23. 

Command, Arms forward upward, — Raise! 

Beginning as in raising arms forward, the move- 
ment is continued up to a vertical position, with arms 
extended and palms toward each other. 

Return command, Arms forward downward, — Sink! 

The arms may also be raised sideward upward; in 
this case the palms are turned upward as the arms pass 
the horizontal position. 

Purpose: (a) Cultivation of posture; (b) chest 
expansion; (c) to vary the difficulty of other exercises. 

Faults: (a) Back hollowed; (b) [head forward; Fig. 23 
(c) elbows not extended; (d) palms forward. 



40 



THK IKAt H1XG OF ELEMENTARY SCHOOL GYMNASTICS 



23) Stride Sideward. Fig. 19. 

Command, Right (or l)/oo£ sideward, — Place! 

The foot is lifted, moved two foot lengths toward the side, and 
placed on the floor, with the line of the foot at the same angle as 
before, and the weight equally divided between the two feet. 

Return command. Foot, — Replace! 

This position is sometimes taken, in more advanced work, in 
two counts, moving the left foot on the first count and the right on 
the second count, each moving one foot length. The command is, 
F> et sideward, — Place! 

Purpose: To increase the stability of the standing position. 

Faults : (a) Feet not far enough apart ; (b) weight not equally 
divided; (c) one knee bent; (d) feet not at proper angle. 

(24) Stride Forward. Fig. 24. 

Command Right (or 1) foot forward, — Place! 

The foot is lifted, moved two foot lengths to 
the front, and placed on the floor with the line of 
the foot at the same angle as before and the weight 
equally divided between the two feet. 

Return command. Foot, — Replace! 

The foot may also be placed backward in a 
similar manner and at a similar command. 

Purpose: To vary the standing position and to 
increase its stability. 

Faults: (a) Feet too close together; (b) weight 
not far enough forward; (c) toes not turned out at 

and bend arms proper angle. 

(-25) Heel Raising. Fig. 25. 

Command, Heels, — Raise! 

Rise high on tiptoes. 

Return command. Heels, — Sink! 

Purpose: (a) To narrow the base of 
support, so as to give more difficulty in 
balancing; (6) to serve as a warming up 
exercise when taken rapidly in series; (c) 
to test the poise in fundamental standing 
position. 

Faults: (a) Heels turn out; (6) hips 
thrown forward. 

26) Knee Bending. Fig. "26. 
Command, Knees, — Bend! 
The knees are slowly flexed until there 
is a right angle at the knee; the knees 

Fig. 25 
Heel raising with hands on hips 




Fig. 24 
Stride forward 




THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



41 



separate as they bend, moving diagonally forward in the direction 
of the lines of the feet; the heels are lifted a little during the 
movement, because of the limited movement possible in the ankle 
joints. 

Return command, Knees, — Stretch! 

Purpose: To cultivate posture and balance. 

Faults: (a) Trunk tipped forward; (6) knees held close 
together. 





Fig. 26 
Knee bending with hands on hips 



Fig. 27 
Leg raising 



(27) Leg Raising. Fig. 27. 
Command, Right (left) leg sideward, — Raise! 

The foot is lifted and moved two foot lengths to the side, with 
knee and ankle extended and the trunk erect. The leg is also raised 
in a similar way forward, backward, and outward, at similar 
commands. 

Purpose: To cultivate posture and balance. 

Faults: (a) Trunk not held erect; (6) ankle not extended. 

(28) Knee Raising. Fig. 28. 
Command, Right (left) knee upward, — Raise! 
The knee is raised to the level of the hip, hip 

and knee joints being flexed to a right angle; trunk 
erect; ankle of free foot extended. 

Return command, Knee downward, — Stretch! 

Purpose: To cultivate posture and balance. 

Faults: (a) Trunk not held erect; (b) knee 
not as high as hip ; (c) free foot not extended or too 
far back. 



Fig. 28 
Knee raising 




12 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



SUMMARY OF THE GYMNASTIC POSITIONS 



Position of 



Head 



Trunk 



Hands 



Arms 



^Legs 



Entire Body <J 



Fundamental Standing Position, (pos) 

Fundamental Sitting Position, (sit) 
( Forward, (fal f) 

Fallout \ Sideward, (fal s) 
|^ Outward, (fal o) 

Incline Backward, (incl b) 

Leaning Position. (In) 

Hanging position, hg) 
(^Leaning Hang. (In hg) 

Backward. (H b) 
f Backward. (Tr b) 
I Forward, (Tr f) 
\ Downward. (Tr d) 
| Sideward. (Tr s) 
L Twist. (Tr tw) 
/ On Hips. (Hf) 
\ On Neck. Nf) 
f Bend. (A bd) 

Forward. (A f) 

Sideward. (A s) 
|^ Upward. (A u) 
f Stride Forward, (std f) 
| Stride Sideward, (std s) 

Heel Raising. (H rse) 

Knee Bending. (K bd) 
| Leg Raising. (L rse) 
I^Knee Raising. K rse) 



\ 



\ 



CHAPTER V 
MISCELLANEOUS EXERCISES 

(1) Arm Circumduction. 

Command, Arm Circumduction, — One! Two! 

At the command. One! the arms are raised forward upward as 
in the exercise 22 on page 39; at the command, Two! they sink side- 
ward downward, turning palms down as the arms pass the hori- 
zontal. 

Purpose: Chest expansion. 

(2) Arm Parting. 

Command, Arm Parting, — One! Two! 

This command is given only when the arms are forward or 
upward; at the command, One! they are quickly separated to the 
position of arms sideward; at the command, Tico! they return to the 
starting position. 

(3) Arm Rotation. 

Command, Arm Rotation, — One! Two! 

This command is given when the arms are sideward; at the 
command, One! the palms are quickly turned upward; at the com- 
mand, Tico! they return. 

(4) Breathing. 

Command, Deep Breathing , — One! Tico! 

A deep breath is inhaled at the command, One! and exhaled 
at the command, Two! 

(5) Change of Arms. 

Command, Arms, — Change! or Change of Arms, — One! Two! 

This command is given in a few cases when the arms are not in 
the same position; for example, if one hand is on the hip and the 
other on the neck, it is the command for the reversal of the arm 
positions ; it is also used when one arm is upward and the other down- 
ward at the side, and in this case there are two movements; first the 
arms are bent, then stretched to the reverse position. 

(6) Change of Feet. 

Command, Feet, — Change! or Change of Feet, — One! Two! 

This command is used onlv when one foot has been moved from 

•/ 

43 



44 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

the fundamental position, as in a stride or fallout. The exercise is 
in two counts: first, the foot that was moved away is replaced; 
second, the other foot is placed in the corresponding position. 

(7) Closing and Opening Feet. 

Commands, Feet, — Close! Feet, — Open! or Feet, — Out! 

At the first of these commands the toes are turned in so that the 
inner margin of the feet touch; at the second command they are 
turned out to the usual angle. 

(8) Swing of Foot. 

Command, Free Foot Forward, — Swing! 

This command is given only when one leg is raised, and the 
command may be to swing it forward, sideward, outward, or back- 
ward. Swing of the free foot is also used- in hopping exercises, the 
foot being swung as the hop is taken. 

(9) Preparation for Jumping. 

Command, Preparation For Jumping, With Counting, — Start! 

The following four movements are taken in even rhythm: (1) 
raise heels — (2) bend knees — (3) stretch knees — (4) heels sink. 
The third count is taken as if to jump, but the toes do not leave the 
floor. 

THE DEVELOPMENT OF COMPLEX EXERCISES 

The remaining three of the miscellaneous exercises and some of 
the tactics that follow are more complex than the preceding, consist- 
ing of two or more parts that must be taken in quick succession. 
Such exercises require something more than a demonstration to fit 
the class to take them correctly, and the most effective plan of teach- 
ing is to develop such exercises in three or four stages, leading up to an 
understanding of them that enables the class to execute them at a 
single command. 

The general plan to be varied in special cases is as follows: 

(1) Demonstrate the complete exercise, if it can be done. This 
gives pupils a general idea of what they have to learn. 

(2) Command the separate parts in their proper order, using the 
usual form of commands and correcting all mistakes. 

(3) Command these parts in the same order, using the numbers, 
One! Two! Three! etc., as the commands of execution and omitting 
the explanatory command. This tests the knowledge of the class 
as to the order of the parts and gives further practice and opportunity 
for criticism. All mistakes should be seen and corrected here. 

(4) Give command for entire movement, adding to the ex- 
planatory part the words, "With counting," the class counting to aid 
in keeping the same rhythm. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



45 



(5) In some instances the counting may be omitted later. The 
amount of time to be spent in any one of these stages of development 
depends of course on the difficulty of the exercise and the age and 
advancement of the class, but it rarely is of advantage to omit one 



stage entirely 



DEVELOPMENT PRACTICE 



Use the above method in the teaching of the following: three 
exercises and such of the tactics as require it. 





Fig. 29 
Half kneeling position 



Fig. 30 
Kneeling position 



(10) Half Kneeling. Fig. 29. 
Command, On The Right Knee, — Kneel! 

Executed in three counts, as follows: (1) Place the right foot 
backward; (2) Bend knees until right knee rests on the floor; (3) 
Place the left foot forward to bring the knee to a right angle. (Figure 
29 shows count 2.) 

Return command, In Position, — Stand! 

The three parts of the exercise are reversed. 

(11) Kneeling. Fig 30. 
Command, On both knees, — Kneel! 

This is also executed in three counts, the first two being the same 
as the preceding; the third count of this movement consists in plac- 
ing the forward knee on the floor beside the other. 



46 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

Return command. In position, — Stand! 
The three parts are reversed. 

12) Jumping. 
Command, Jump upward, — Start! 
Jumping occupies six counts: (1) raise heels; (2) bend knees; 

(3) extend knees forcibly, so as to spring upward from the floor; 

(4) this number corresponds to the time of alighting, and the knees 
should be bent just as the feet strike the floor, to prevent jarring the 
body, (see figure 26); (5) extend knees; (6) sink heels. 

A turn of 90, 180, 270, or even 360 degrees can be taken during 
the jump, the words, "With turn of 90 degrees," being added to the 
explanatory command. 

The jump may also be taken forward or sideward without 
changing the form of the movement, the command using the word 
Forward or Sideward instead of Upward. 

When the jump is forward it may be taken with a running 
start, and the words, "with one running step, starting with the left foot, 
— Start! Here the count is changed. (1) Take the running step, which 
finishes with knees bent slightly and heels raised ; (2) spring forward ; 
(3) alight with feet together, as in the plain jump; (4) extend knees; 

(5) sink heels. There must be no pause between counts one and two 
or the help of the running start is lost. 

Faults: (a) Knees not yielding on alighting; (6) Trunk inclined 
or bent forward on alighting; (c) Feet too far apart on alighting. 

GYMNASTIC TACTICS 

Gymnastic tactics are exercises for arranging pupils in order 
and for moving classes in an orderly manner from place to place. 
Some of them are complex and most of them must be taken very 
quickly. It follows that commands require special care here, with a 
longer pause than usual. The facings, marching to the rear, and 
opening and closing order should be developed, after the manner of 
the preceding exercises. 

(1) Alignment Forward. Fig. 31. 

Command, Forward, — Dress! 

This command is given only when the pupils are standing in 
line, one behind another. The front pupil of the line stands fast in 
position as a guide for the positions of the others; all the others 
measure the distance by raising the arms forward and moving up 
until just able to touch the one next in front; at the same time the 
line is straightened. Pupils stand in this position until the return 
command, Arms, — Down! 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



47 



By placing one pupil in front of the class to represent a guide, 
the teacher can demonstrate the manner of measuring distance, as 
it is to be done bv all others. 




Fig. 31 
Alignment iorward 

(2) Alignment Sideward. Fig. 32. 

Command, Right, — Dress! 

This command is given only when the pupils are standing in 
line, side by side. The pupil at the right end of the line is the guide; 
he stands still when the command is given, with eyes to the front. 

All including the guide place left hand on hip; all the others 
in the line turn head and eyes to the right and move up until right 
arm touches the left elbow of the one next on the right; at the same 
time the line is straightened. When there is more than one line the 
second line is about 30 inches behind the first; those in the second 
do the same as those in the front line excepting that they do not 
measure distance by touching arm to elbow, but each stands di- 
rectly behind the corresponding one in front; the guide of the rear 
line measures distance as for alignment forward. 

Return command, Eyes, — Front! 

At the return command all turn eyes to the front and drop the 
hand to the side, in fundamental position. 

By placing a pupil in front of the class to represent a guide, the 
teacher can demonstrate the manner of measuring distance; by 
placing two pupils in position for a front line and one for the guide 
of the rear line, the manner of getting position in the rear line can be 
demonstrated. 



48 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 




Fig. 32 
Alignment sideward 



Bach pupil should take 
his place in line as quickly 
a^ possible. Pupils may he 

>paced farther apart by 
having them extend left 
arm sideward instead of 
placing hand on hip. The 
command is. Full Arm 
dist a nee, — R igh t D ressl 

(3) Facing to the 
Right. 

Command, To The 
Right. — Face! 

The exercise is in two 
parts: (1) lift the right 
toe and the left heel and 
pivot to the right 90 
degrees on the right heel 
by a whirl of the body and the push of the left toe; (2) lift the 
left foot and place it beside the right, bringing it in from the side 
with an accent, which is made by a stroke of the ball of the foot 
on the floor, made by extending the ankle, the knee being kept 
straight. 

(4) Facing About. 
Command, About, — Face! 

This is exactly like the right face except that a turn of 180 de- 
grees is made in the first part. 

(5) Facing to the Left. 
Command, To The Left. — Face! 

Turn to the left, pivoting on the left heel and pushing with the 
right toe. 

(6) Numbering. 

Command, Count twos (or fours), — Start! 

This command is given only w T hen the pupils are standing in 
line side by side. At the command, count twos, each pupil turns 
head slightly to the right, except the guide, who keeps eyes to the 
front; at the command, Start! the guide says, "One," then the pupil 
at his left turns his head quickly to the front and says, "Two" the 
next similarly says, "Three," and so on until all have numbered. 
When the class is in two lines, the teacher instructs those in the rear 
line either to count in unison with the front line or to listen and get 
the number from the pupil in front as he calls it. The counting should 
be done in a clear tone, but not necessarilv a loud one. 



the teaching of elementary school gymnastics 49 

(7) Marching Steps. 

Command, One (or two or three), step forward, (or b), — March! 

The number of steps commanded are taken as in marching, 
beginning in all cases with the left foot and bringing in the foot beside 
the other in similar rhythm to complete the movement. It follows that 
one step will occupy two counts, two steps three counts, etc. The 
last count is accented as in facings. 

(8) Side Steps. 

Command, One Side Step to right, (or left), — March! 

The movement occupies two counts: the foot is placed to the 
side as in stride sideward on the first count, and the other foot is 
brought up beside it on the second. We sometimes command two 
side steps, but the second step is only a repetition of the first. 

(9) Opening and Closing Ranks. 
Command, Open Ranks, — -March! 

This command is given only when the class is in two lines, as in 
diagram (a) ; the lines separate by taking two steps away from each 
other, giving position (b). When the pupils are facing the end of 
the class, the steps are necessarily side steps; when one line is be- 
hind the other, the front rank step forward and the rear rank back- 
ward. 

Return command, Close Ranks, — March! 

(a) (b) 

121212121212 
121212121212 

121212121212 

lzizizixiziz 121212121212 

Fig. 33. Opening and closing ranks 

(10) Opening and Closing Spaces. 
Command, Open spaces, — March! 

This command is given only when ranks are open or there is 
only one line, and must be preceded by numbering, The numbers 
one take one step in one direction and the numbers two take one 
step in the opposite direction. When the pupils face the end of the 
line the steps are necessarily side steps; when they stand side by side 
in the line the steps are necessarily forward and backward. It is 
customary to have the numbers one take the step forward or to the 
right and the numbers two to the left or back. This brings the class 
to the position shown in Fig. 3-t. 

111111 
2 2 2 2 2 2 
111111 

2 2 2 2 2 2 

Fig. 34. In open order 

Return command, Close Spaces, — March! 



50 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



-March! or Forward, quick timc,- 



When taken directly after opening spaces, this movement is the 
reverse of the former; but since other exercises are usually taken in 
the open order, and the class may be facing in another direction when 
the time comes to close the spaces, it is best to think of returning to 
the line without regard to the numbers or the way the spaces were 
opened. For this reason we teach pupils to go by the number and its 
corresponding direction in opening spaces, but to ignore these and go 
in such direction as to close up in the reverse movement. 

(11) Opening and Closing Order. 
Command, Open Order, — March! 

This exercise is simply a combination of the last two, meaning 
to open the ranks and then to immediately open the spaces, in even 
rhythm. 

Return command, Close Order,— March! 

(12) Marching. 
Command, Class For ward, - 

March! 

At the explanatory command the weight of the body is poised 
far forward ; at the command, — march! pupils start promptly forward, 
beginning with the left foot, keeping even rhythm and all in unison, 
with trunk erect (not stiff) and arms hanging easily at the sides. 
For quick time 1*20 steps to the minute is the usual rate. 

At the command. Class, — Halt! one 
more step is taken and the rear foot is 
placed beside the other on the next count, 
with an accent as in facing. Because of the 
momentum of the body and its inclination 
forward in marching it is almost impossi- 
ble to stop instantly, which is the reason 
for the extra step after the command. 
"Halt!" To make the command, "Class" 
of any value as a warning signal it must be 
spoken on the step immediately preceding 
the word, Halt! instead of leaving a con- 
siderable pause between as we need to do in 
most commands. When it is desired to 
march slowly the command is Forward, 
slo w time, — March ! 



(13) Marking Time. Fig. 35. 
Command, Mark Time, — March! 
This exercise is similar to marching 
and begins like it with the left foot; the 




Fig. 35 
Marking time 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 51 

feet are raised directly upward by bending the hip and knee joints, 
keeping even rhythm and exact unison without advancing. Class, — 
Halt! is commanded and executed as in marching. 

Faults: Rocking sidewise alternately as the foot is lifted. 

(14) Running. 

Command, Running Forward, — March! or Forward, Double 
Time, — March! 

At the command forwa rd the weight is thrown on the right foot 
and the arms are bent at about a right angle, with the hands half 
closed and the elbows held slightly back; at the command, — March! 
the left foot is swung forward with the knee slightlv bent and the 
weight thrown upon it by a spring from the right foot; then the right 
foot executes the same movement and it is continued in even rhythm, 
with the arms swinging easily at the sides of the chest. 

At the command, Class, — Halt! three steps are taken to give 
time to check the momentum of the bodv, and the foot is brought in 
on the fourth count. If it is desired to change to marching time with- 
out stopping the command, Quick Time, — March! or Sloic Time, — 
March! 

(15) Hopping Exercises. 

Command, Hopping on left (or r.) foot with free foot forward 
(or s or b), — Start! 

At the explanatory command raise the free foot in the direction 
given; at the command. Start! spring upward from the stationary 
foot and repeat in even rhythm, alighting each time on the same foot. 
At the command. Class, — Halt! stop the movement and bring the 
free foot beside the other on the next count. The manner of hopping 
may be varied by hopping two, four, or a large number of times on 
one foot and then changing to the other; the free foot may be swung 
in rhythm to the hopping; appropriate commands must be given. 

(16) Skipping. 

Command, Skipping forward, — Start! 

Skipping consists in moving rapidly forward by hopping twice 
on one foot and twice on the other in succession, taking a full step 
in distance each time. Start with the left foot and stop as in running. 

(17) Marching to the Rear. 
Command, To the Rear, — March! 

This is usually given while the pupils are marching, but may be 
given first from standing position to acquire the co-ordination. 

At the command, March! which is given just as the right foot 
strikes the floor, (1) take one step with the left foot, placing it directly 
in front of the right foot; (2) lift the heels, with both feet on the floor, 



52 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

and turn ISO degrees toward the right on the balls of the feet; (3) 
step forward with the left foot and continue inarching in the opposite 
direction. 

This is the first example of a command that must be spoken at 
a given time, and so requires special attention and practice by the 
teacher. The command, 'To the Rear' should be spoken rapidly 
just as the left foot strikes the floor, the three words all in the time of 
the one step; the word, "March" is then spoken in unison with the 
stroke of the right foot. Advanced classes may be taught to take the 
movement at a command with a long pause, but beginners do best 
as stated above. 

To teach the exercise it should be developed in the manner 
previously used for complex exercises, starting from the standing 
position. 

Marching to right and to left are commanded in a similar manner. 
The execution differs in the following points: In marching to the 
right the foot is placed outward instead of in front of the other on the 
first count, and the turn is 90 degrees; marching to the left is com- 
manded in the same way but two steps are taken, bringing the right 
foot forward; then the turn can be made to the left. 



SUMMARY OF MISCELLANEOUS EXERCISES 

f Circumduction, (A cmd) 

Arm <( Parting, (A pt) 

^Rotation, (A ro) 

Breathing, (br) 

^ f Arms, (A ch) 

Change of < ~ . ' -1 ,' 
^Feet, (F ch) 

Swing of Foot, (Sw F) 

Closing / ^ / - r , , , ^ 
^ of< Feet, (F cl and op) 

Opening I v r/ 

Preparation for jumping, (prep jp) 
Half kneeling, (1-2 kn) 
Kneeling, (kn) 
( Upward, (jp u) 
Jumping ■{ Forward, (jp f) 

|^ Sideward, (jp s) 

SUMMARY OF GYMNASTIC TACTICS 



/ Forward, (Al f) 
Alignment \ c . , • \ A1 \ 

{ Sideward, (Al s) 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 53 

fTo Right, (r fc) 
Facing -{ About, (ab fc) 

[To Left, (1 fc) 
Numbering, (num) 

March Steps, (1 step f) (Two steps b) 
Side Steps, (Is step) 
Opening f Ranks, (op rks) (el rks) 

and -l Spaces, (op sp) (cl sp) 

Closing ^ Order, (op ord) (cl ord) 

Marching, (mch) 
Running, (run) 
Hopping Exercises, (hop) 
Skipping, (skip) 
Marching to the Rear, (mch rr) 

COMBINATIONS OF GYMNASTIC MOVEMENTS 

THEORY 

Gymnastic movements are often combined, with the object of 
saving time and of varying the difficulty of the movements or their 
effect upon the body. The following are ways in which they are 
combined : 

(1) One gymnastic position used as a preliminary position 
for taking another; as when trunk bending is done from a stride 
position or when arm circumduction is practiced while trunk is bent. 
In writing such combinations of exercises it is customary to write 
the preliminary position first, follow this by a comma, and then write 
the movement to be taken in that position; the above mentioned 
exercises would be written: std s, Tr bd f. Tr bd b, A cmd. 

The preliminary position should be one that has been previously 
learned, and is taken only for the sake of the other position; the 
latter exercise, being new, is usually practiced several times. A 
period is used to separate independent exercises, and is not used 
excepting at the close of an exercise that is entirely independent of 
the one that follows it. 

(2) Two or more movements executed at the same time, as when 
we take neck firm and stride position at once, or arm flinging upward 
while jumping. Only bendings and twistings of the trunk are not 
combined in this wav. In writing; combinations of this kind the 
abbreviations for the movements to be combined are written in 
succession with no marks of punctuation between them; the exer- 
cises mentioned above are written: Nf std s. jp u A fl u. 

In speaking the commands for combination of this class it is 
necessary to avoid any pause until the whole explanatory command 



.">l THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

l- given, and then to make a pause much longer than usual before 
giving the signal for action. The reason is apparent. The commands 
for the two exercises just written are: Neck firm and right foal side- 
ward, — Place! Hands and foot. — Replace.' Jump upward and fling 
arms forward upward. — Start.' In each case the word "and" must 
be spoken so soon after the preceding as to make the class 
understand that the first part is not to be taken alone, and the tone 
and inflection should indicate the same thin^. Teachers should 
practice speaking such commands until they acquire the correct 
manner of speaking them. 

:> Two or more movements taken in succession, usuallv in 
even rhythm: as when facings are followed by marching steps, or arm 
bending by arm stretching. Here the commands are spoken just as 
when the movements are to be taken together, and the same care 
has to be taken in speaking them. In writing such exercises, a dash 
is iKed to separate the different movements: for example, r fc — 1 
step f. A bd— A str f. H rse— K bd— K str— H sk. 

4 Exercises repeated in regular rhythm, after the manner in 
which the steps are repeated in marching and running. Exerci>c> 
repeated in this way are said to be done *Tn series:" in writing them, 
they are printed in italics in the book and are underscored if in hand- 
writing, as: A rse s. A bd. A str u. 

• _ _ 

The command for series work is the usual explanatory command 
for the exercise, followed by the phrase. In series.- — Start.' When 
the exercise gives rise to a sound in even rhythm, as in marching, this 
sound helps the class to keep in unison: when such a sound is lacking, 
the class should count in unison with the movements, to aid in keep- 
ing together, unless musical accompaniment is provided. It is much 
more effective for the class to count rather than the teacher, but 
counting is not enjoyed by pupils, and so should be avoided when 
another rhythm signal is present. 

The use of punctuation marks to indicate the way exercises are 
to be taken may be summarized as follows: 

Period: Indicates the close of an exercise. Exerci-e< separated 
by a period are independent of each other: the first i^ completed and 
fundamental position is taken before taking the second. 

Comma: Separates a preliminary position from the movement 
to be taken in that position: the exercise before the comma is com- 
manded first, and the second is commanded while the first is being 
held. 

Dash: Movements separated by a dash are commanded to- 
gether and taken in succession in even rhythm. 



CHAPTER VI 



PROGRESSION IN SWEDISH GYMNASTICS— THEORY 

The Swedish system emphasizes the importance of careful pro- 
gression in gymnastics and recognizes two forms of it: one kind of 
progression within each lesson, and another from lesson to lesson. 
Progression within the lesson is provided for in the plan of lesson 
known as the Day's Order. 

The Day's Order. — Several principles stated in an earlier 
section (see page 13) are put into practice here. The Day's Order is 
designed for use in the school room, where the pupils go from various 
occupations directly to gymnastics, and when this is over return at 
once to their school tasks. The lesson is divided first into three parts 
and these are subdivided, making in all eleven groups of exercises 
that are provided for in each lesson. 

/I-- 
UI- 

III.— 

IV.— 

V.— 

VI.— 



The 
Day's 
Order -<j 



Preparatory. 



Bodv of Lesson. 



{ 



and 



Order Movements. 
Leg Movements. 
Arch Flexions. 
Heave Movements. 
Balance Movements. 
Back Exercises. 
VII. — Abdominal Exercises. 
VIII. — Lateral Trunk Movements. 
IX. — The Climax; Runnir 
Jumping. 
/ X. — Slow Leg Movements. 
\ XL — Breathing Exercises. 

preparatory above) aim to pre- 
The next seven groups form the 
lesson proper, and gradually increase in muscular requirement as 
far as the ninth, after which the work decreases. This idea of the 
rise and fall in the amount of muscular work is essential to the Swed- 
ish plan of lesson, and must be kept in mind both in making lesson 
plans and in teaching. 



Quieting. 

The first two groups (called 
pare the class for what is to follow 



GENERAL PRINCIPLES OF PROGRESSION 

In progression from lesson to lesson the rule of advancing from 
the simple to the complex, which is the chief guide to progression in 



55 



.">(> THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

all teaching, is followed with a few exceptions. The most notable 
single exception is that of Fundamental Standing Position, which 
is always given (unless with primary pupils) at the very first, although 
it is much more difficult and complex than many other exercises. The 
conditions under which gymnastic work is done sometimes compel the 
teacher to teach certain complex exercises early in the course, as when 
the use of a floor without marks necessitates the teaching of some form 
of opening order; when marching is to he done in class, it is some- 
times best to teach marching to the rear early, to save time otherwise 
used in halting, facing, and starting again. Most of all, the phys- 
iological purpose of certain groups of exercises calls for a different 
sequence than that we would give if ease of acquirement were the only 
basis of progression. For example, running is simpler and much 
easier for the pupils to learn than heel raising in series with change 
of feet, or preparation for jumping w-ith arm movements; but in 
group II, w T here these exercises belong, the sequence depends chiefly 
on the effectiveness of exercises for "Warming Up," and hence 
running is more advanced than the other tw r o. 

In solving problems in gymnastic progression it is also impor- 
tant to remember that learning a gymnastic movement involves not 
only the getting of a clear idea, which is all there is in learning most 
things, but also the perfecting of a coordination; it follows that the 
exercise that bears the closest general resemblance to a previous ex- 
ercise is not always the one that will be the most easily performed 
after it. For example, a pupil who has learned to execute right face 
will acquire about face next in order much more easily than left 
face, because the about face not only involves the same kind of 
movement but employs the same muscles in the same way as the 
former exercise, while the left face requires him to do with the muscles 
of the opposite side of the body an exercise that he has learned to 
do only toward the right. 

THEORY OF THE ELEVEN GROUPS 

GROUP I: ORDER MOVEMENTS 

Pupils going directly to gymnastic practice from other school 
activities are not apt to be in the best possible mental condition for 
entering into it promptly. These exercises aim to attract the atten- 
tion of the pupils from w T hat they have been doing and to turn it to- 
ward muscular control. To be good for this purpose, exercises must 
be quick, with a definite start and finish, so that the teacher can re- 
quire accuracy of both form and rhythm; they must be given by com- 
mand, since exercises in series soon become reflex and so permit the 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 57 

attention to wander ; standing at the beginning of the lesson, they 
should require but little muscular effort. Facings, simple arm and 
foot positions, and opening order, are good examples of Order Move- 
ments. Since attention is especially required in learning new ex- 
ercises, we may reasonably call any new movement an Order Move- 
ment while it is being learned, unless it plainly falls in some other 
group of the Day's Order. 

There should be a progression from the simple to complex in 
the order movements of each lesson, as well as from one lesson to the 
next, because ability to concentrate the attention and to coordinate 
new exercises increases rapidly as the first few attempts are made at 
the beginning of the gymnastic period. If the Order Movements 
are too difficult at first, a feeling of discouragement is produced in 
the class. This matter can usually be provided for in the manage- 
ment of the class without planning for it in the making of the lesson 
plans. 

GROUP II. LEG MOVEMENTS 

These exercises are intended to give the general effect known 
as "warming up," which includes a slight rise in the temperature of 
the body, moderate increase in the heart action and breathing, and 
the sending of more blood to the muscles. The heat that causes the 
warming up arises from the chemical action in the muscles that 
takes place during muscular exercise. Since we wish a large amount 
of this chemical change without much fatigue, we choose exercises that 
employ the largest muscles in the body rather than the smaller ones. 
Marching, heel raising, running, and other movements where the lower 
limbs lift the entire body make the best movements for this group. 

The sequence of leg movements depends first upon their effective- 
ness for warming up ; when several exercises are about alike in this re- 
spect sequence among them is determined by the law of "simple to 
complex." In deciding which of two exercises will warm one up most 
rapidly, we can judge by the distance the body is lifted in each move- 
ment, since the amount of exertion and of chemical change is nearly 
proportional to the height through which the pupil lifts his body. 
The speed of the exercise and the number of times that it is repeated 
also are important, but these are managed by the teacher in con- 
ducting the work rather than in the selection of the exercises. 

It is found as a matter of experience that exercises given by 
separate commands are too slow to serve well for the present pur- 
pose, and so leg movements are always given in series when it^is 
possible. 



58 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

GROUP III. ARCH FLEXIONS 

These are backward bendings of the neck and upper portion of 
the spinal column, taken with the object of eorrecting round shoul- 
ders. This fault of posture, so common among school children and 
students, always flattens the upper part of the chest and lessens the 
range of the breathing movements, and so diminishes the capacity 
of the lungs. The alarming prevalence of fatal lung diseases, like 
pneumonia and consumption, points to the importance of keeping 
the chest in good condition. By the practice of arch flexions the 
muscles supporting the chest are developed, and also those that hold 
the spinal column erect; the tissues across the front of the chest and 
shoulders are stretched at the same time, making it graduallv easier 
for the person to hold the normal posture and to breathe deeply. 

The Swedish system contains but two exercises that are distinctly 
arch flexions: head backward and trunk backward; and these 
are very similar, the latter being the more advanced. To afford 
variety we give these two movements in combinations with various 
foot and arm positions; these are arranged so as to progress from the 
easier to the more difficult. Head backward is first given, if possible, 
while pupils sit in the school seats, with a back to the seat that can 
afford a support. (Fig. 36.) From this the sequence follows a series 
of positions gradually increasing in difficulty; then trunk backward 
is given, either in the seats at first or with support by pupils. Arch 
flexions may be accompanied to advantage with breathing exercises. 

GROUP IV. HEAVE MOVEMENTS 

Heave movements are movements of the arms 
that help to expand the chest. The typical heave 
movements, sometimes called "the true heave 
movements," are those in which the body is suspend- 
ed bv the arms as in climbing, swinging on rings, etc. 

• © © © © 

Large muscles passing from the chest to the upper 
arm are used in these movements, exerting an 
upward pull on the ribs and thus enlarging the 
chest. Since these "suspension" exercises are too 
severe for some pupils, and as the necessary 

Head backward while apparatus is not always provided, milder arm 
movements having a similar effect are used. Arm 

raising, arm stretching, neck firm, etc., are examples. 

Progression in heave movements should be such as to give a 

gradually increasing pull upward on the ribs; when exercises are of 

equal force in this respect, they are arranged in the order of their 




THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



59 




Fig. 37 
Walking the beam 



complexity, and the effect on chest ex- 
pansion is made to increase from lesson 
to lesson by having the exercises taken 
more and more times. 

GROUP V. BALANCE MOVEMENTS 

These are for general improvement 
of posture and cultivation of ability to 
maintain the balance under difficulties. 
The exercises are mainly standing posi- 
tions that give an unstable poise, held 
for a much longer time than positions 
taken for other purposes; marching on 
a narrow beam or wire and taking other 
exercises on them are also used. (Fig. 37.) 

Balance movements are arranged 
in the order of the difficulty of keeping 
the balance; this difficulty increases, (1) 
as the base of support is narrowed, as 
in standing on one foot instead of two, 
(2) when an unfamiliar position is as- 
sumed, as in standing with knees bent to a right angle, (3) when 
parts of the body are moved while the balance is being held, and 
(4) as fatigue increases. 

GROUP VI. BACK EXERCISES 

In order to cultivate control of the posture of the trunk and 
to develop and train the back muscles to hold the trunk properly, 
we use positions in which the trunk inclines so as to throw the weight 
of the upper part of the body on the back muscles. This is accom- 
plished when we incline the trunk forward while supported from 
below, as in fallout forward or trunk forward, or when we incline it 
backward while it is supported at both extremities, as in leaning 
hang. 

In standing position we have as back exercises inclining for- 
ward, downward bending of the trunk, and the forward and the out- 
ward fallouts. These four exercises throw about equal strain on the 
back muscles, so that the progression from lesson to lesson is wholly 
advancement from simple to complex, — excepting that in the use 
of combinations with arm positions, those arm positions in which 
the arms are held highest add to the strain on the back muscles in 
proportion to the height at which they are held. The fallout positions 
are more complex than the forward bendings, but a simple fallout 



60 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

may be less difficult than a complex bending with the arms held high; 
the most difficult of all is the combination in which we incline trunk 
forward from fallout as a starting position. 

GROUP VII. ABDOMINAL EXERCISES 

The purpose of ahdomina exercises is to cultivate the ability 
to maintain good posture of the trunk, to strengthen the abdominal 
muscles, and to stimulate the digestive organs. The trunk is held 
in normal position in all of these exercises, which aids in promoting 
good postures; every contraction of the abdominal muscles presses 
upon the stomach, liver and other organs in the abdominal cavity, 
and thus stimulates their activity directly, and also indirectly by the 
influence of the alternations of pressure on the circulation of blood 
in them. Occupations of civilized life provide exercise for the abdom- 
inal muscles less than for any other important group, and the result- 
ing weakness of these muscles leads to bad posture, displacement of 
the internal organs, and disease. 

The weight of the upper part of the body is thrown on the abdom- 
inal muscles and this gives them exercise when we incline back- 
ward from stride position forward (See figure 10), from sitting posi- 
tion (Fig. 11), from half kneeling position, or from kneeling position; 
the weight of the middle of the body is thrown upon them when we 
incline forward with the body supported by the hands and feet, as 
in leaning position. (See Fig. 7.) In all cases the strain on the 
abdominal muscles increases as we incline farther from the vertical 
and approach the horizontal position; arm positions can be used 
in the exercises in which we incline backward, and they make the 
strain greater as the arms are raised, with the exception of the for- 
ward position of the arms, which has little effect until we approach 
near to the horizontal position. In a gymnasium with plenty of 
suitable apparatus abdominal exercises can be taken by raising the 
knees while hanging by the hands, but this is in some cases too severe 
work for the arms. x\nother form of abdominal exercise is taken 
while lying on the back, the feet or the head and shoulders being 
lifted by the contraction of these muscles; this is a useful and popular 
home exercise, but not satisfactory for class use, excepting in a gym- 
nasium with advanced classes. 

GROUP VIII. LATERAL TRUNK EXERCISES 

These are movements in which we bend the trunk laterally, 
twist it, or incline it sideward, for the purpose of increasing the 
mobility of the spinal column, improving the posture of the trunk, 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 61 

and stimulating the abdominal organs. The principles of progression 
bv which the exercises of the last two groups are arranged in sequence 
apply here. 

A peculiarity should be noticed in the use of the stride sideward 
as a starting point for side bendings. It is the easiest position for 
beginning to learn side bendings, since it gives a wide base of sup- 
port; as skill improves, the pupil can progress to side bendings from 
the fundamental position; but when we introduce arm positions 
with the arms held high, as in arms upward, we need to go to the 
wide base again to keep the balance, or the extent of the movement 
will be restricted. It should be noticed also that the stride forward 
helps the pupil to avoid twisting the hips when twisting the trunk 
toward the forward foot, and increases his tendency to do this when 
he twists away from it. 

GROUP IX. RUNNING AND JUMPING 

This is the climax of the lesson. The work should be the strong- 
est and most difficult of all. Games, when the space permits, are 
useful here; running, jumping, and the more vigorous fancy steps 
are the exercises most used. Grade pupils often suffer from lack of 
exercise of this kind, which they thoroughly enjoy and profit from, 
but which teachers are apt to neglect because it leads to some dis- 
order and noise. When the time given to gvmnastics is short and the 
work done in the grade room, it is often best to attempt little more 
than posture work in Swedish gymnastics, and plan to provide the 
more vigorous exercises at other times in the form of plays and games. 

GROUP X. SLOAV LEG MOVEMENTS 

When a true climax has been reached and the pupils are consid- 
erably warmed up, it is necessary to choose exercises that will serve 
as a gradual descent from the preceding group, so as to avoid the 
undesirable effects of stopping too suddenly. The exercises usually 
chosen are like those of group two, but gradually decreasing in vigor. 
Marching is the most satisfactory exercise of this group. 

GROUP XI. BREATHING EXERCISES 

The object of this group is to continue the quieting effects of 
the tenth group and at the same time to improve the development 
and control of the breathing muscles and increase the mobility of 
the chest. Slow and deep inhaling and exhaling of the breath are 
used as the exercises. It was formerly customary to take arm move- 
ments with the breathing, on the supposition that they aid in chest 
expansion, but it has been found out that the deepest breathing can 
be done with the arms hanging easilv at the sides. 



CHAPTER VII 

PROGRESSION IX SWEDISH GYMNASTICS— PRACTICE 

Practice for the student here consists in the study of the follow- 
ing progressive lists to find why the order of sequence should be as 
given, and in practice in commanding, demonstrating, or develop- 
ing such of the combinations as involve any difficulty for the teacher. 
In the teaching of these exercises care must be taken to conduct them 
in such ways as to secure the effect the group is intended to give. 
For example, order movements should be conducted in the manner 
best calculated to secure attention; leg movements so as to produce 
"warming up;" balance movements, ability to poise under diffi- 
culties; trunk movements, careful coordination of the trunk muscles, 
etc. 

PROGRESSIVE LISTS 

The exercises of the following lists are arranged first in the 
various groups of the Swedish Day's Order, and within these groups 
in progressive sequence. 

I. ORDER MOVEMENTS 

(a) pos. (m) L fc. 

(b) Hf. (n) Xum. 

(c) Std s. (o) Op rk. 

(d) Std f. (p) Op sp. 

(e) Std f, ch F. (q) Op ord. 

(f) 1 step f or b. (r) Mch rear. 

(g) 2 or 3 steps f or b. (s) R fc — 1 step f. 

(h) Std s, ch F. Right face and one step for- 

ty 1 step s. ward, — March! 

(j) Al f . (There are 36 possible combi- 

(k) R fc. nations of this tvpe.) 

(1) Ab fc. 
(t) R fc — 1 step f — r fc. Right face one step forward and 
right,— face! See directions for commanding complex exercises, 
page 44. (There are 198 possible combinations of this type). 

62 






THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 63 

II. LEG MOVEMENTS 

1. Marching Movements. 

(a) Marking time. 

(b) Marching. 

2. Heel raising rapidly in series from several preliminary posi- 
tions as follows: 

(c) Hf, H rse. Hips, — Firm! Heel raising in series with 
counting , — Start! Class, — Halt! 

(d) Hf std s, H rse. 

(e) Hf std f, H rse. 

(f) Nf std s, H rse. Nf std f, H rse. 

(g) A bd std s, H rse. A bd std f, H rse. 

3. Heel raising and an arm movement together in series. 

(h) A s H rse. Std s, A s H rse. Std f, A s H rse. Com- 
mand, Arm raising sideward and heel raising in series with 
counting, — Start! Class, — Halt! Right foot sideward, — 
Place! In series as before, — Start! etc. 

(i) AfH rse. Std s, AfH rse. Std f, AfH rse. 

(j) A T / H rse. Std s, etc. 

(k) A bd H rse, etc. 

(1) A u H rse. Command, Arm raising forward upward and 
heel raising in series with counting, — Start! 

4. Heel raising in series with change of feet. 

(m) Hf std s, H rse 3 times — ch F. Command, Hips firm 
and right foot sideward, — Place! Heel raising three times, 
then change feet and repeat in series, — Start! 

(n) Hf std f, H rse three times — ch F. 

(o) Nf std s, H rse three times — ch F. Nf std f, H rse, etc. 

(p) A bd std s, H rse three times — ch F. A bd std f, etc. 

5. Preparation for jumping, several preliminary positions. 

(q) Hf, prep jp. Nf, prep jp. A bd, prep jp. Command, 
Hips, — Firm! Preparation for jumping in series with count- 
ing, — Start! etc. 

(r) Hf std s, prep jp. Nf std s, etc. 

(s) Hf std f, prep jp, etc. 

6. Preparation for jumping combined with arm movements. 
(t) AfH rse — A s K bd — A f K str — pos. Command, Arms 

forward and heels, — Raise! Swing arms sideward and 
knees, — Bend! Swing arms forward and knees, — Stretch! 
Arms and heels, — Sink! The same exercise by the num- 
bers, — One! Two! Three! Four! The same in series, with 
counting, — Start! etc. 



tions. 



()4 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

(u) A s H rse — .4 u A' bd — A s K str — pos. 
\ A bd It rse — A str s (f, u, or d) K bd — A bd K str — pos. 

7. Running movement <. 
w) Running in place. 
(x) Hopping exercises, 
v Running. 

III. ARCH FLEXIONS 

1. Head bending backward with support by back of school 
seat. 

(a) Sit. H b. Sit, Hf. H b. Command, In position,— Sit! 
Head backward, — Bend! Head upward. — Stretch! etc. 
(Fig. 37.) _ 

Head bending backward from preliminary standing posi- 

(b) Hf std f, H b. As std f, H b. A f std f, H b. A bd, etc. 

(c) Hf std s, H b. As std s, H b. A f std s, H b. A bd, etc. 

(d) Hf, H b. A s, H b. A f, H b. A bd, H b. 

(e) Nf std f, H b. Nf std s, H b. Xf, H b. 

3. Holding head backward while taking arm movements, 
(i) Std f, H b, Hf. Std f. H b, A s, Std f, H b, A f. Std f, 

H b, A bd. Std f, H b, Xf. Command, Right foot forward, — 
Place! Head backward, — Bend! Hips, — Firm! Hands, — 
Down! (Repeat the arm movement several times.) Head 
upward, — Stretch! Foot Replace! Rest! 

(g) Std s, H b, Hf. Use in this way the other arm movements 
of(f). 

(h) H b, Hf. Lse in this way the other arm movements of (f). 

4. Trunk bending backward with support by pupils. 

To bring pupils to positions for supporting one another, first 
bring them to open order, (exercise 11 of tactics, page 50) as shown 
in diagram (a), fig. 38. Then command, Numbers one, one side 

11111 11111 



-2 

1 

*2 



1 1 














n 


l 


1 


1 1 


1 


2 2 2 




2 


o 


2 2 


2 


(a) 








(b) 





(Class facing in direction of hand) 

Fig. 38. Arrangement of class for support. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



65 









step to right, numbers two, one step forward, — March! This shifts 
pupils from formation (a) to formation (b) and the following can be 
given : 

(i) Hf std f sup, Tr b. Use also the other arm positions of (f). 
Command, Numbers one, Hips firm and right foot forward, 
numbers two, right foot forward and right hand for sup- 
port, — Place! Numbers one, Trunk backward, — Bend! 
Trunk, — Raise! etc. By facing about, the numbers one are 
placed in position for supporting the numbers two. 

(j) Hf std s, sup, Tr b. Use also the other arm positions. 

(k) Hf sup, Tr b. Use also the other arm positions. 

(1) Sup, Tr b, Hf. Use also the other arm movements as 

' in (f). 

(m) A bd std f sup, Tr b, A 
str s. Stretch the arms 
also f , u, and d instead of s. 

5. Trunk bending backward 
without support. 

(n) Hf std f, Tr b. Nf std f, 
Tr b. Take same from std 
s and afterwards from fun- 
damental position. 

(o) Std f, Tr b, A cmd. 

IV. HEAVE MOVEMENTS 

1. Simple arm movements. 

(a) As. (rse and fl) 

(b) A f . (rse and fl) 

(c) Nf. 

(d) A bd. 

(e) A u. (rse and fl) 

2. Arm stretching from bent 

position. 

(f) A bd, A str s. A bd, A str, s. A bd, A str s std s. Command, 
Arms, — Bend! Arms sideward, — Stretch! Arms, — Bend! 
(Repeat for practice and criticism.) Arms sideward in 
series with counting, — Stretch! Halt! Arm stretching side- 
ward and placing right foot sideward in series, — Start! (The 
foot placing is added to give a sound to take the place of 
the counting for rhythm.) 

(g) A bd, A str f. A bd, A str f std f 




Fig. 39 
Support 



()(> IHK TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

h A bd, A str d. A bd, A str d std f 

(i) A bd, A str u. A bd, A str u stdf. 

3. Arm bending and stretching from fundamental position. 

(j) A bd — A str s. A bd — str s std s. A bd — A str s std s. Arms 
bend and then sideward, — Stretch! Arms bend and then 
downward, — Stretch! Arms bend and then stretch sideward 
with foot placing sideward, — StretcJi! Bend arms and re- 
place foot and then downward, — Stretch! The same in 
ries, — Start! Halt! Later the command for the bending 
is omitted, pupils being told that the command, "Stretch" 
always implies a bending first. Arms sideward, — Stretch! 
a 1 rms down ward. — StretcJi! 

(k), (1), and (m), Stretch arms f, u, and d in manner of (j). 

4. Two or more arm stretchings at one command. 

(n) A str s — A str f. A str f — A str u — A str s. Arms side- 
ward and then forward. — Stretch! This involves four counts: 
(1) A bd— (2) A str s— (3) A bd— (4) A str f. Arms for- 
ward, upward, and sideward. — Stretch! This involves six 
counts. 

5. Climbing exercises on ladders. 

6. Hanging position, with arm bending exercises. 

7. Ring and bar exercises. 



V. BALANCE MOVEMENTS 

1. Heel raising. 

(a) Hf, H rse. A s H rse. Nf, H rse. A bd, H rse. 

(b) Hf std s, H rse. Nf std s, H rse, etc. 

(c) Hf std f, H rse. Nf std f, H rse, etc. 

(d) H rse, Hf, Nf, A s, etc. Heels, — Raise! Hips, — Firm! 
Xeck, — Firm! Arms sideward, — Fling! Arms and Heels, 
— Sink! 

2. Leg raising. (Should be taken r and 1 in alternation.) 

(e) Hf, L rse s. A s L rse s. Nf, L rse s. A bd, L rse s. 

(f) Hf, L rse f. A s L rse f, etc. 

(g) Hf, L rse b, etc. 

(h) L rse s, Hf, Nf. A s, etc. L rse f, Hf, Xf, etc. 
(i) Xf L rse s, sw F f, s, and b, etc. 

(j) L rse s, bd K of supporting leg. Right leg sideuard, — 
Raise! Left knee, — Bend! etc. 

3. Knee bendings. 

(k) Hf H rse, K bd. Hf std s, K bd. Hf std f, K bd. Use 
also other arm positions than Hf. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 67 

4. Knee Raising, (Should be taken r and 1 in alternation.) 
(1) Hf, K rse. A s K rse. Nf, K rse. A bd, K rse. 

(m) Hf K rse, K str f. Hf K rse, K str s. Hf K rse, K str b. 

Use also other arm positions. 
(n) K rse, Hf, Nf, A s, etc. 

5. Marching on balance beams. 

6. Poising on toes of one foot. (R and 1 alternately.) 

(0) Hf L rse s, rse heel of supporting foot. Hf L rse f, etc. 
(p) Hf L rse s, turn 90 degrees r or 1. Hf L rse f, etc. 

VI. BACK EXERCISES 

1. Trunk forward and downward with easy arm positions. 

(a) Hf std s, Tr incl f. A f std s, Tr incl f. Use also A bd 
and Nf as arm positions. 

(b) Std s, Tr incl f, Hf, A f, A bd, etc. 

(c) Hf std s, Tr bd d. A f std s, Tr bd d, etc. 

(d) Std s, Tr bd d, Hf, A bd, Nf, etc. 

2. Fallout forward. 

(e) Hf, fal f. A s, fal f. Use also A f , A bd, and Nf. 

(f) Hf fal f. A s fal f, etc. 

(g) Fal f, Hf, A s, Nf, etc. 

3. Fallout outward. 

(h) Arm positions preliminary, as in (e). 

(i) Arm positions at same time, as in (f). 

(j) Arm movements while holding the fallout, as in (g). 

4. Fallout with arms upward. 

(k) A u, fal f. A bd fal f, A str u. A bd, fal f A str u. A u 
fal f. 

(1) Same as (k) with fallout outward. 

5. Trunk forward and downward with arms upward. 

(m) A u std s, Tr incl f. A bd std s, Tr incl f, A str u. Std s, 

Tr incl f, A u. 
(n) Same as (m) with trunk bending downward. 

6. Fallout forward as preliminary for inclining forward. 

(o) Hf fal f , Tr incl f. A bd fal f, Tr incl f. Use also Nf. 
(p) A u fal f, Tr incl f. A bd fal f, Tr incl f, A str u. 

VII. ABDOMINAL EXERCISES 

(a) Leaning position with hands on desks; bd and str arms. 

(b) Hf std f, incl b. A f std f, incl b. A bd std f, incl b. 




68 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

c) Leaning position with hands on seats; bd and str arms. 

d) Same as (b) with step gradually lengthened. 

e) Same 4 as (d) with Nf. 

f) Sit, F sup, incl b 30 degrees with arm positions as in (b). 

\ a a .. .. | - a a a a a a 

g) 45 

h) Half kneeling incline backward " " " " M 

•, T' ••_ a a n a a it it 

l) Kneeling. 

j) Leaning position with hands on floor. 

k) Hanging position, raise knees. 

1) Lying on back, raise feet. 

m) Lying on back, rise to sitting position. 

VIII. LATERAL TRUNK EXERCISES 

(a) Std s, Tr bd s. A s std s, Tr bd s. 
A f std s, Tr bd s. Use also A bd 
and Xf. 

(b) Same as (a) from fundamental posi- 
tion instead of std s. 

Fi(r 40 (c) Same as (a) from stride forward 

Leaning potion, hands instead of Std S. 

on floor 

(d) Std f , Tr tw (toward forward foot) . 
Use also A f. A bd, and Xf as arm positions. 

(e) Same as (d) from std s. 

(f) Hf, fal s. A f , fal s. Use also A bd and Xf as arm positions. 

(g) Same as (f) but take arm positions with fal s. 
(h) Swaying from fal s r to fal s 1, with change of arm positions. 
(i) Fal s, Tr bd s. (fal and bd in same direction.) Arm positions 

as in (a), 
(j) Xf std s, Tr tw, Tr bd s. Xf std s, Tr tw, Tr bd s. 
(k) A u std s, Tr bd s. A u fal s, Tr bd s. 

IX. RUNNING AND JUMPING 

(a) Marching, quick time. 

(b) Running. 

(c) Skipping and hopping exercises. 

(d) Upward jump. Jp u A fl f-u. 

(e) Jp u turn 90 degrees. Jp u turn 180. Jp u turn 270. 

(f) Jp f fl A f. 

(g) Jp s A fl s. 

(h) Jp f with one running step. 

(i) Same as (h) with 2 to 4 running steps. 

(j) Jp f with running steps and turn 90 degrees. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 69 

(k) Jp s with a step as a start. 
(1) Same as (k) with a turn of 90 or 180 degrees. 
(m) Running high jump. Like (j) but higher. 
In all running jumps with a turn, the turn is toward the foot 
from which the jump is made. 

X. SLOW LEG MOVEMENTS 

Any exercise of group II may be used here, and the sequence is 
the same. Marching with gradually decreasing rhythm is the most 
satisfactory of all slow leg movements. 

XI. BREATHING EXERCISES 

No progressive list of breathing exercises can be given. The 
progression is in the manner of taking the exercise rather than in its 
outward form. Arm movements do not aid, as was formerly supposed. 



CHAPTER VIII 

LESSONS IX SWEDISH GYMNASTICS — THEORY 

To plan a series of lessons in Swedish gymnastics we proceed 
as follows: 

1. For the first lesson, take the first exercises of each progressive 
list, adding marching and breathing for groups X and XI. If the 
pupils have had Swedish gymnastics before, this will work satis- 
factorily; if all of the exercises are wholly new to them, it will be 
necessary to omit two or three groups from the first lesson and one or 
two from the second, because new exercises require so much time. 

2. For the succeeding: lessons take the exercises coming: next 
in order in the progressive lists, bearing in mind differences in the 
time required to master different exercises. Some exercises may need 
to be repeated for several days: others are so easy that two of the 
same group may be taken the same day. This will depend also on 
the time allowed for the gymnastic lesson : the practice of eleven groups 
of exercises in ten or fifteen minutes does not give much time to any 
one group. 

3. Make sure that no movement is used in combination until 
it has been taught alone: this applies especially to preliminary arm 
and foot positions. 

4. Take pains to indicate by punctuation marks exactly how 
the combinations are to be given. Pay special attention to the use of 
the comma and the period, as the usual habit of placing a period 
after an abbreviation is apt to cause trouble. 

The following set of lesson plans is given for illustration of how 
to do this, and for practice in teaching. 

A SERIES OF SIX LESSOXS SUITABLE FOR PRIMARY GRADES, PUPILS 
HAVIXG HAD XO PREVIOUS TRAIXIXG 

Lessox 1. Lessox k 2. Lessox 3. 

I. Pos. std s. I. Std f. Hf. I. Std f, ch F. 

II. M t. II. M t. II. M t. 

III. III. III. 

IV. A s rse. IV. A s rse. IV. A s fl. 

V. H rse. V. Hf, H rse. V. Hf, H rse. 

70 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



71 



Lesson 1 — Continued 


Le 


sson 2 — Cont 


inuec 


l Le 


sson 3 — Continued 


VI. 




VI. 






VI. 


Hf , std s,Tr incl 


VII. 




VII. 








f. 


VIII. 




VIII. 


Std s, Tr bd 


s. VII. 




IX. 


Skip. 


IX. 


Run. 




VIII. 




X. 


Mch. 


X. 


Mch. 




IX. 
X. 


Skip. 
Mch. 


Lesson 4. 


Lesson 5. 




Lesson 6. 


I. 


1 step f. 


I. 


1 step b. 




I. 


2 steps f. 


II. 


Mch. 


II. 


Mch. 




II. 


Mch. 


III. 




III. 






III. 




IV. 


A f rse. 


IV. 


A f rse. 




IV. 


Affl. 


V. 


Std s, H rse. 


V. 


Hf , std s 


,H 


rse. V. 


A s rse H rse. 


VI. 




VI. 


Hf , std s, 


Tri 


IDCl VI. 




VII. 






f. 




VII. 




VIII. 


Std s, Tr bd s. 


VII. 






VIII. 


Asfl, std s, Tr 


IX. 


Run. 


VIII. 








bd s. 


X. 


Mch. 


IX. 


Skip. 




IX. 


Run. 






X. 


Mch. 




X. 


Mch. 



Note: Trunk exercises being less necessary than for older 
pupils, Groups III and VII are omitted entirely, and VI and 
VIII used on alternate days. Group XI is also omitted. 



a series of six lessons suitable for boys of grammar grade 
who have had some training, working in the aisles between 

the desks and seats 





Lesson 1. 


Lesson 2. 




Lesson 3. 


I. 


Pos. Hf. Std s. I. 


Std f. 


I. 


Std f, ch F. 


II. 


M t. II. 


Mch. 


II. 


Mch. 


III. 


Sit,Hf, Hbdb. III. 


Sit, Hf, Hbdb. 


III. 


Sit, Hf, Hbdb 


IV. 


Arses. Afls. IV. 


Arsef. Aflf. 


IV. 


Nf. 


V. 


Hf,Hrse. Hf H V. 
rse. VI. 


A rse s H rse. 


V. 
VI. 


A rse f H rse. 


VI. 


Hf std s, Tr VII. 


Sit, F sup, Hf, 


VII. 






incl f. 


incl b. 


VIII. 


Std s, Tr bd s 


VII. 


VIII. 




IX. 


Run. 


VIII. 


IX. 


Mch. 


X. 


Mch. 


IX. 


Mch. X. 


Mch. 


XI. 




X. 


Mch. XI. 








XI. 











72 the teaching of elementary school gymnastics 

Lesson 4. Lesson 5. Lesson 6. 

I. lstepf. lstepb. I. 2 steps f orb. I. 3 steps f orb. 

II. Mch. II. Mch. II. Mch. 

III. Sit,Af,Hbdb. III. Sit,Af,Hbdb. III. Sit, Af,H bdb. 

IV. Nf. IV. A bd. IV. A bd. 

V. AfflH rse. V. Nf, H rse. V. A bd, H rse. 

VI. Hf std s, Tr VI. VI. 

incl f. VII. Sit, Hf, F sup, VII. 

VII. Tr incl b. VIII. A s std s, Tr 
VIII. VIII. bd s. 

IX. Run. IX. Run, Jp u. IX. Run. Jp u. 

X. Mch. X. Mch. X. Mch. 

XL Br. XL Br. XL Br. 



a series of six lessons suitable for high school girls who 
have had no previous training, working in an open hall 

Lesson 1. Lesson 2 Lesson 3. 

I. Pos. Hf. Std s. I. Std f . I. Std f, ch F. 

II. M t. II. M t. II. Mch. 

III. III. III. StdfHf,Hbdb. 

IV. A rse s. IV. A fl s. IV. A rse f. 

V. Hf, Hrse. V. Hf, H rse. V. A s rse H rse. 

VI. VI. Hf std s, Tr VI. Hf std s, Tr incl 

incl f. b. 

VII. VII. Hf std s, Tr VII. Hf std f, incl b. 

incl b. 

VIII. Std s, Tr bd s. VIII. A fl s std s, Tr VIII. A fl s std s, Tr 

bd s. bd s. 

IX. Mch. IX. Mch. IX. Mch. 

X. Mch. X. Mch. X. Mch. 

XL Br. XL Br. XL Br. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 73 





Lesson 4. 


Lesson 5. 




Lesson 6. 


I. 


lstepf. lstepb. 


I. 


2 steps f . 2 steps 


I. 


3 steps. 


II. 


Mch. 




b. 


II. 


Mch. 


III. 


Hfstdf, Hbdb. 


II. 


Mch. 


III. 


A fl s std f, H 


IV. 


Aflf. 


III. 


A fl s std f , H 




bd b. 


V. 


Hrse,Afls,Hf, 




bd b. 


IV. 


Nf. 




etc. 


IV. 


Nf. 


V. 


H rse, A fl f, 


VI. 


A fl f std s, Tr 


V. 


A fl f, H rse. 




Hf, etc. 




incl f. 


VI. 


A fl f std s, Tr 


VI. 


Std s, Tr incl f, 


VII. 


Hfstdf,inclb. 




incl f. 




A fl s, A fl f. 


VIII. 


Aflsstd s, Tr 


VII. 


Hf std f, incl b. 


VII. 


Aflfstdf,inclb. 




bd s. 


VIII. 


Aflf std s,Tr 7 


rai. 


Nf std s, Tr bd 


IX. 


Mch. 




bd s. 




s. 


X. 


Mch. 


IX. 


Mch. 


IX. 


Mch. 


XI. 


Br. 


X. 


Mch. 


X. 


Mch. 






XI. 


Br. 


XI. 


Br. 



A SERIES OF SIX LESSONS SUITABLE FOR HIGH SCHOOL BOYS WHO 
HAVE GYMNASTIC TRAINING AND WHO WORK IN A GYMNASIUM 





Lesson 1. 




Lesson 2. 




Lesson 3. 


I. 


Pos. Hf. stds. 


I. 


Std f, ch F. 1 


I. 


2 or 3 steps. 


II. 


M t. Mch. 




step f . 


II. 


Nf std s,H rse. 


III. 


Hf std f , H bd 


II. 


H rse. Std s, H 


III. 


Abdstdf,Hb. 




b. 




rse. 


IV. 


Arseu. A flu. 


IV. 


A fl s. A fl f. 


III. 


A f std f, H bd 


V. 


HfLrse(f,s,b). 


V. 


H rse, A f , A s. 




b. 


VI. 


Stdf,Trf, Hf, 


VI. 


Hf std f,Tr incl 


IV. 


Nf. A bd. 




Nf. 




f. 


V. 


H rse, Hf, Nf. 


VII. 


Ln. (hands on 


VII. 


Hfstdf, incl b. 


VI. 


A f std s, Tr 




floor) . 


VIII. 


Std s,Tr bd s. 




incl f. 


rcn. 


Nf std s, Tr bd 


IX. 


Mch. 


VII. 


Af std f, incl b. 




s. 


X. 


Mch. VI 


A f std s, Tr 


IX. 


Run. Jp u. 


XL 


Br. 




bd s. 


X. 


Mch. 






IX. 


Run. 


XL 


Br. 






X. 


Mch. 










XL 


Br. 







74 



THK TKACHIXG OF ELEMENTARY SCHOOL GYMXAS 1 





Lesson 4. 




I. 


Stds,chF. lsst 


I. 


II. 


Hf stdf. 77 


II. 


III. 


Hf std s, H b 

bd. 


III. 


IV. 


Abd. A drsdd 


IV. 


V. 


s. 
Nf L rse b. 


V. 


VI. 


Hf fal f . A f fal 






f. 


VI. 


VII. 


Ln. hds on fl . 




VIII. 


Nf, Tr bd s. 


VII. 


IX. 


Pain. Jp u F VIII. 




f— u. fl 




X. 


Mch. 


IX. 


XI. 


Br. 


X. 
XI. 



3BGN o. 

Al f. R fc. I. 

Nfstdf,H II. 

A f std 8, Hbd III. 

b. 

Abd. A strf std IV. 

/• 
L rse, Hf. Nf, V 

etc. VI. 

A s fal f . Nf fal 

f. VII. 

Ln. -hdsonfl . VIII. 
Xfstdf.Trbd IX. 
X. 
Jputurn90deg. XI. 
Mch. 
Br. 



Lbbbi »x 6. 

Ab fc. L fc. 
Abd stdf, Hrst 
Abd std s, Hbd 

b. 
A bd, A str d 

Mf. 

Nf L rse. F 
Fal f. Hf. Nf. 

Hg, K rse. 

A fstdf. Trtw. 
Jp u turn 180. 
Mch. 
Br. 



LESSONS IX SWEDISH GYMNASTICS — PRACTICE 

1. Prepare to teach any of the lessons just given to a crroup of 
fellow students. In this teaching the purpose of the various groups 
of exercises must be kept in mind as well as the details of definition-, 
commands, and common faults. 

•2. Make a series of six lessons to follow in natural order after 
either of the series of lessons just given that the teacher may assign, 
using the progressive lists on pages 6-2 to 69 as material: make a 
second group of six lessons suited to some different grade or condition 
than those given: for example, for high school boys who have had no 
previous training and who work in the aisles of the school room. 

3. Prepare to teach any of the lessons of your own planning 
to a group of fellow students. 

4. As a final test, each student may be required to make one 
or more lesson plans in class, the preceding lesson and the grade 
being given by the teacher: the progressive lists should be used for 
reference: each student may be required to teach his lesson. 



CHAPTER IX 

GERMAN GYMNASTICS 

General Principles. The German system of gymnastics rep- 
resents a national movement to popularize bodily exercises for educa- 
tional and hygienic purposes and to make them universal. Unlike 
the Swedish system, the recreative effects of exercise are emphasized 
rather than the corrective effects; in the place of a few exercises 
selected with great care, the German system includes an almost 
endless number. The following principles are emphasized: 

(1) Gymnastics should provide balanced development of the 
muscular system. 

(2) To secure vigor of action and best effects, the exercises must 
be pleasing to the pupils. 

(3) Each teacher should be prepared, by an extensive study of 
anatomy, physiology, and gymnastics, to make and execute his own 
lesson plans; no rigid form of lesson is advisable. 

(4) The teacher must assume the pupils to be normal individuals ; 
corrective and remedial gymnastics are in the province of the phy- 
sician and the hospital, not of the teacher and the school. 

Classes of Exercises. The German system recognizes the 
following classes of exercises: 

(1) Free exercises, meaning those taken in standing position 
without apparatus. These include some that closely resemble the 
Swedish exercises, and also a great variety of other ones. Tactics, 
figure marching, and fancy steps are included here. 

(2) Exercises with light apparatus, such as dumb bells, wands, 
Indian clubs, hoops, etc. 

(3) Exercises on heavy apparatus, sometimes called, "heavy 
gymnastics," including work on parallel bars, horizontal bar, vaulting 
bar and horse, trapeze, traveling rings, flying rings, ladders, ropes, 
poles, etc. Here the body must be lifted, at least in part, by the arms. 

(4) Companion exercises, including athletic contests, games, and 
combats. The Germans as a race are especially fond of the third 
class of exercises mentioned, which require and develop great in- 
dividual strength and skill. They use apparatus as a means of in- 
creasing interest in gymnastics, while the Swedes use it only to pro- 
duce definite effects on the body. 

75 



76 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

THE GERMAN PLAN OF LESSON 

While not believing in the use of a uniform plan of lesson as 
complex and unvarying as the Swedish, the teachers of German 
gymnastics are inclined to follow a plan that is about as follows, the 
lesson occupying about an hour. 

(1) Marching. For boys this is of a military character, lasting 
about eight minutes, and ending with a run; for girls it is more often 
figure marching and fancy steps, lasting fifteen minutes. 

(2) Exercises with light apparatus, boys twelve minutes, girls 
fifteen minutes. 

(3) Exercises on heavy apparatus with at least one change of 
apparatus, and including some form of jumping; boys thirty minutes, 
girls twenty minutes. 

(4) A game, lasting ten minutes. 

The Germans make more distinction than the Swedes between 
exercises for boys and for girls; they agree with the Swedes in giving 
games only a subordinate place in a gymnastic lesson, instead of de- 
voting whole periods to games as do the English and Americans. 

The plan of lessons outlined above can be used in school gym- 
nastics only in exceptional cases, where there is a fully equipped gym- 
nasium and full hour periods for gymnastics. The present course 
will deal only with light apparatus and fancy steps, since these illus- 
trate best the exercises useful in the schools and the methods of 
teaching and conducting them. 

TEACHING GERMAN GYMNASTICS 

The teaching of German gymnastics requires the use of com- 
mands, demonstration, observation, and criticism of class work, as 
we have practiced these things in Swedish gymnastics. The main 
difference is that the exercises of the German system are more nu- 
merous and their definitions and words of command are not so defi- 
nitelv fixed. This gives more freedom to the teacher, allowing a 
wider range of exercises and permitting him to invent new ones or 
to take old ones in new ways if he chooses to do so; at the same time 
it throws upon the teacher more responsibility and makes his work 
more complex, for he must select good exercises, conduct them with 
as perfect clearness and definiteness as is required in teaching Swedish 
gymnastics. It is just as important, too, in German gymnastics, 
that the work be done accurately by the pupils. 

The following movements with light apparatus are given to 
illustrate common forms of German gvmnastic exercises, and for 
practice in teaching. Students should prepare to teach these move- 






THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 77 

ments. The first thing in such preparation is to read the definitions 
with the apparatus in hand, executing each movement as it is read, 
thus fixing a clear idea of how it is done. While the teacher may vary 
from the manner in which the movement is defined, if he has reason 
for so doing, he must never leave it indefinite, but must always teach 
a certain definite thing. On account of the great number of move- 
ments used, commands in German gymnastics are less simple and 
exact than in Swedish. It is often necessary to make the command 
as it is needed by using clear and simple English for the explanatory 
part, and if the executive part is not evident, the numbers, One! 
Two! Three! etc., are satisfactory as signals for action. 



CHAPTER X 

DUMB BELLS 

Dumb bells for the following exercises should be of wood, vary- 
ing from one-fourth of a pound in weight for the smallest pupils to 
one pound for the strongest of high school boys. Racks may be 
obtained for hanging dumb bells on the wall, or they can be con- 
veniently kept in a strong basket, in which they may be moved from 
place to place as needed. 

ELEMENTARY MOVEMENTS WITH DUMB BELLS 

Fundamental position is usually taken with the arms at the 
sides; if pupils are inclined to make too much noise with the bells 
they may be directed to take rest position with bells on the hips. 





Fig. 41 
Bells on hips 



Fig. 42 
Bells on shoulder- 



(1) Position of Bells. 

(a) Command, Bells on hips, — Place! 

The bells are lifted and the knuckles placed against the waist 
just at the crest of the hip bone, with thumbs to the front. Fig. 41. 
Return command, Bells, — Down! 

(b) Command, Bells on shoulders, — Place! Fig. 42. 

Arms are raised sideward and bells placed horizontally on the 
shoulders with thumbs to the rear. 
Return command, Bells, — Down! 

(c) Command, Bells on chest, — Place! 



78 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



79 



Bells are raised by bending 
arms and placing them high up on 
chest in the form of the letter V, 
lower end of bells close together 
.but not touching, elbows close to 
sides. Fig. 43. 

Return command, Bells, — 
Down! 

(2) Swings of Bells. 

These are movements of bells 
with elbows extended. 

(a) Command, Bells sideward, 
— Swing! Arms are raised side- 
ward until they are horizontal, 
palms down. 

Return command, Bells down- 
wa rd, — S wing! 

Swings are also made in a 
similar manner forward and for- 
ward-upward from fundamental 
position, forward and upward from 
sideward, sideward and upward 
from forward, and sideward and forward from overhead, 
the bells are swung forward or upward the palms are usually 
toward each other. The command Swing is used whene\ 
straight arm is swung from the shoulder, except in strokes, 
swing to right horizontal is shown in Fig. 44. 




Fig. 44 
Bells to right, horizontal 



When 

turned 

er the 

The 





Fig. 43 
Bells on chest 



Fig. 45 
Strike bells in front of thighs 



(3) Strokes. 

Strike bells forward, — One! The bells are swung sideward 
and then forward in a curve and the thumb ends are struck strongly 



80 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



together with the arms straight and horizontal forward. At the 
command, "Tico" the bells are swung back to the starting point. 
Strokes are also made in a similar way overhead, in front of thighs, 
(fig. 45), behind hips, etc. A starting point should be chosen that 
will permit a good full swing of the bells. 

Anvil strokes are strokes in which one bell is held still to represent 
an anvil while the other strikes it a swinging blow to imitate a ham- 
mer. Anvil stroke on left shoulder, — Strike! or One! The left bell 
is placed on the left shoulder as in fig. 42 and the right bell strikes 
a strong blow against the front end of it, as shown in fig. 46. At the 
command, "Two" the bells return. Anvil strokes are made at either 
hip or either shoulder, on either knee with a fallout, at full arms 
length, and in other places. 





Fig. 46 
Anvil stroke on left shoulder 



Fig. 47 
Sideward thrust 



(4) Thrusts. 

These are extensions of the arms, starting from some position 
in which the arm is bent, usually from bells on chest or shoulders. 
Right bell sideward, — Thrust! The arm is extended sideward hori- 
zontal and as it extends the thumb is placed against the ball of the bell 
and the wrist is bent so as to bring the bell in line with the arm; the 
arm is rotated so as to turn the back of the hand to the front. (Fig. 
47.) Bell, — Replace! The command may also be given. Command, 
Thrust right bell sideward, — One! Two! 

Thrusts are made also forward, upward, and downward, either 
with hands singly, in alternation, or both at once. In the forward, 
upward, and downward thrusts the arm is rotated as above described 
in the sideward thrust, the backs of the hands being turned toward 
each other in the three cases. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



81 



The twist of the arm is used to prevent the jerk that occurs at 
the end of the thrust. Thrusts are sometimes given without it, the 
thrust terminating in the same position of the bells as the correspond- 



ing swing: . 



COMBINATIONS — THEORY 






Since the elementary bell movements are exclusively movements 
of the arms, the distribution of the exercise to different parts of the 
body requires combination of these with movements of other parts. 
The movements most commonly combined with bell movements 
are as follows: 

(a) The stride forward, (Fig. 24.) ; 
stride sideward, (Fig. 19.); and the 
stride outward, w^hich is diagonally for- 
ward-sideward. In these positions the 
weight of the body is equally divided 
between the two feet. 

(b) The step positions sideward, 
forward, outward, backward, and cross- 
wise either in front or behind the other 
foot. Here the weight of the body is all 
retained over the stationary foot, and 
the moving foot taps the floor strongly 
with the toe and rebounds. 

(c) The walk position forward, side- 
ward, and outward. Here the weight of 
the body is all transferred to the moving 
foot and the heel of the stationary foot 
is raised. (See fig. 75.) 

(d) The fallout forward, sideward, 
and outward. (Figs. 4, 5, and 6.) Here 
the knee of the moving leg is bent to a right angle. 

(e) The layout forward, sideward, and outward. This is like 
a fallout and gives the same position as the corresponding fallout 
but differs in the manner of taking it, the opposite foot being moved 
in the reverse direction; for example, the right forward layout is 
taken by moving the left foot backward and bending the right knee, the 
body inclining forward as in the forward fallout; the left sideward 
layout is taken by moving the right foot sideward and bending the left 
knee, bodv inclining to the left. The word "right'* or "left" indicates 
the direction of the incline and not the direction of moving the foot. 

(f) The reverse fallout. In this position the back knee is bent, 
the forward knee is straight, and the trunk erect. (Fig. 48.) 




Fig. 48 
Reverse fallout 



82 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

(g) The lunge is like a fallout except that the trunk is held erect 
instead of being inclined in a line with the extended leg. (See fig. 68.) 

(h) The common leg movements of Swedish gymnastics, includ- 
ing heel raising (Fig. "2.5), knee bending, (Fig. "26), leg raising, (Fig. 
27), knee raising (Fig. 28), half kneeling (Fig. 29), and kneeling 
(Fig. 30). 

(i) Trunk bending forward (Fig. 14), downward (Fig. 15), 
sideward (Fig. 16), backward (Fig. 13) and twisting (Fig. 17). 

In making combinations of dumb bell movements and other 
movements, care should be taken to match them well together as to 
speed, form, and direction. For example, the quick strokes and 
thrusts go well with step positions and heel raising, while the bell 
positions and anvil strokes take more time and hence combine better 
with stride positions and fallouts, which are not so rapid as step 
positions. Again, the arm, leg, and body movements combined 
should be those that go together naturally and appropriately. For 
example, thrusting right bell forward and step position forward right 
go well together, while thrusting right bell forward and step position 
crosswise left do not; anvil stroke at shoulder or hip goes well with 
a stride position or a fallout but not with kneeling. The movements 
combined need not go in the same direction, but judgment and care 
must be used in their selection. 

COMBINATIONS PRACTICE 

Make three combinations of bell positions with other appropriate 
movements; the same for strokes, anvil strokes, thrusts, and swings 
of bells. Be ready to demonstrate these combinations in class. 

MOVEMENTS AND EXERCISES THEORY 

Definitions. A simple motion or any combination executed 
in one count is called a movement; a series of such movements taken 
in succession form an exercise; several exercises are grouped together 
to form a lesson; when a lesson is memorized by the class and per- 
formed without commands it is sometimes called a drill. 

In writing an exercise we separate the different movements by 
dashes and number them by figures in parentheses; punctuation 
marks are used as needed. For example, (1) swing bells forward 
and step position forward right — (2) swing bells sideward and step 
position sideward right — (3) swing bells forward and step position 
forward right — (4) swing bells downward and replace foot. Another 
exercise somewhat abbreviated: (1) sw bells f H rse — (2) sw bells 
s K bd — (3) sw bells f K str — (4) sw bells d H sk. Every exercise 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 83 

terminates in the starting position, which is usually the fundamental 
position, as in the case of the two just given, but another 
position may be chosen as the starting position if the teacher de- 
sires. For example, Std bells on chest, (1) bd Tr f-d and sw bells 
between knees — (2) Tr rse and bells on chest— (3) thrust bells up and 
look at bells — (4) bells on chest. 

The simplest possible form of exercise is composed of two move- 
ments, the second being the reverse of the first, as (1) std s sw bells 
f — (2) sw bells d F replace. Such exercises are used with beginners 
and with pupils of the primary grades. 

There are three possible types of four count exercises, as follows: 

1. A four-count exercise made of two two-count exercises taken 
in succession; these two two-count exercises may be exactly alike, as 
in (1) sw bells s std s r— (2) position — (3) sw bells s std s r f — (4) 
position; the second two-count exercise may be like the first taken on 
the opposite side; or the two two-count exercises may be entirely 
different, as in (1) sw bells s std s 1 — (2) position — (3) strike bells f 
step position f — (4) position. 

2. A four-count exercise may be made by taking two movements 
for the first two counts and the reverse of these for the third and 
fourth counts, as in (1) sw bells f H rse — (2) sw bells s K bd — (3) 
sw bells f K str — (4) sw bells d H sk. 

3. A four-count exercise composed of three distinct movements 
and a return to position on count four, as in (1) sw bells f step position 
f r — (2) sw bells s step position s r — (3) sw bells u step position b 
r — (4) position. 

In a few cases where the movements are easily remembered, 
eight movements are combined in an exercise, as in (1) bells on hips — 
(2) bells on shoulders — (3) bells on head — (4) bells u — (5) on head — 
(6) on shoulders — (7) on hips — (8) position. 

In choosing movements to combine into exercises it is necessary 
to choose such as will go well together. The ease with which an exer- 
cise can be understood, executed or remembered, depends much on 
the appropriateness of the movements combined. Compare the 
following by trying to execute each in series: (1) sw bells f step pos f 
r — (2) sw bells s step pos s r — (3) sw bells f step pos f r — (4) sw bells 
d F repl. (1) sw bells f step pos s r — (2) bells on shoulders reverse 
fal 1 — (3) strike bells u step pos b 1 — (4) position. 

Each of these exercises uses about the same parts of the body 
and none of the elementary parts are difficult, but the second com- 
bination is almost impossible from its absurdity and the confusion of 
mind that it produces. 



84 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

MOVEMENTS AND EXERCISES — PRACTICE 

Make two exercises of two dumb bell movements each. 

Make one four-count exercise of each of the three types given 
above. 

Write these exercises in abbreviated form with the appropriate 
punctuation and hand to the teacher for correction. 

Be readv to teach anv of these exercises. For method of teaching 
see Development of Complex Exercises, page 44. 

LESSONS WITH DUMB BELLS THEORY 

Exercises with dumb bells and with other light apparatus should 
be arranged into lessons in accord with the following principles: 

(1) The complexity of the movements and the muscular re- 
quirements should be suited to the age, sex, and degree of advance- 
ment of the pupils. 

(2) The lesson should include a variety of arm, leg, and trunk 
movements, so as to provide balanced development of the body. 

(3) Xo movement should be used to excess. 

(4) The lesson should begin with the easier exercises and ad- 
vance to a climax, then close with an easier one. 

(5) If correction of posture is needed, special attention should 
be given to fundamental position, and special corrective exercises 
may be included, such as balancing, arch flexions, etc. 

The following lessons will illustrate how dumb bell lessons are 
made. 

EXERCISES AND LESSONS PRACTICE 

Prepare to teach the following lessons to the class. 

For music, use march or two step time for the quicker movements, 
one or two counts for each movement; for the slower ones use waltz 
time, one measure for each movement. 

A LESSON WITH DUMB BELLS, SUITABLE FOR A PRIMARY GRADE 

Exercise 1. (1) Bells on hips and step pos f r — (2) reverse of 
1, coming back to position. Taken four times with right foot, then 
four times with left foot. 

Exercise 2. (1) Bells on shoulders and std s r — (2) reverse of 
1, coming back to position. Ta*ken four times with the right foot, 
then four times with the left foot. 

Exercise 3. (1) Strike bells u and std f r — (2) reverse of 1, 
coming back to position. Taken four times with right foot then four 
times with left foot. 

Exercise 4. (1) Std f r and sw bells s — (2) turn 90 degrees to 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



85 



left on toes and strike bells f — (3) reverse last movement coming to 
position of 1 — (4) reversal, coming back to position. Taken four 
times with right foot forward then four times with left foot forward. 

a lesson with dumb bells, suitable for girls of 

4th or 5th grade 

Arranged by Fannie Cheever Burton 

Exercise 1. (1) Raise bells forward with bells vertical by bend- 
ing arms, elbows close to sides; then turn both bells to right by twist- 
ing forearms so as to strike upper end of 1 bell against lower end of 
r ? (fig. 49) — (2) reverse the twist of forearms, striking upper end of 
r bell against lower end of 1 — (3 to 32) repeat these strokes in rhythm, 
letting arms fall to sides after the stroke on count 32. 

Exercise 2. (1) Sw bells f std f r — (2) turn 90 degrees to 1 on 
balls of feet, letting heels sink at end of turn — (3) reverse 2, coming 
back to position of 1 — (4) position. Taken alternately r and 1 for 
32 counts. 





Fig. 49 



Fig. 50 



Exercise 3. (1) Sw bells s step pos r — (2) place r bell on 1 hip, 
arm behind waist, and cross step pos backward r (Fig. 50) — (3) re- 
verse of 2, coming back to position of 1 — (4) position. Alternate r 
and 1 for 32 counts. 

Exercise 4. (1) Bells on shoulders r K rse — (2) thrust bells 
f and str r K f , foot 6 inches from floor — (3) reverse 2, coming back 
to position of 1 — (4) position. Alternate r and 1 for 32 counts. 

Exercise 5. (1) Strike thumb ends of bells in front of thighs 
and tap floor strongly with toes of r foot in step pos f — (2) strike 
bells f and repeat the tap of foot — (3) strike bells u and repeat tap 
with foot — (4) position. Alternate r and 1 foot for 32 counts. 




Mi THE TEACHING OF ELEMENTARY SCHOOL GYMNASTU 9 

Exercise (>. (1) Place both hells on 1 shoulder and step pos s 
1 — (2) thrust r hell u and 1 hell d and rse r leg s — (3 to 6) hold this 
position — i?) reverse -2. coming hack to position of 1 — (4) position. 
Alternate r and 1 for 3*2 counts. 

A LESSON WITH 1)1 MB BELLS, SUITABLE FOR 8TH GRADE BOYS 

Exercise 1. (1) Std f r and s\v bells s — ( k 2) rse H and strike 
hells u — (3) reverse 2, coming back to position of 1 — (4) position. 
Taken 4 times r. 4 times 1. 4 times alternately r and 1, 48 counts in all. 

Exercise 2. (1) Sw bells s step pos f r — 
( -2 1 fal f r strike bells f, bells in front of knee — 

(3) reverse "2. coming back to position of 1 — 

(4) position. Take four times r, four times I, four 
times alternate. 

Exercise 3. (1) Bells on shoulders and 
step position s r — (2) thrust r bell u, 1 bell d. and 
fal sr — (3) reverse k 2. coming back to position of 
1 — (4) position. Take four times r, four times 1, 
and four times alternate. Fig- 5i 

Exercise 4. (1) Spring up lightly and chopping 

alight with a std s with bells on chest — ( k 2) Tr bd f — d freely and 
sw bells f — d— b between knees, (Fig. 51) — (3) reverse k 2. coming 
back to position of 1 — (4) reverse 1, alighting in fundamental posi- 
tion. Take four times. 

Exercise 5. (1) Bd K, bd Tr f. place bells on floor in front of 
toes, transferring a part of the body weight to the arms — (2) lift feet 
and extend legs and bodv backward, weight resting: on bells and toes, 
(Fig. 40) — (3 to 6) hold this position — (?) reverse 2, coming back to 
position of 1 — (4) position. Take four times. 

Exercise 6. (1) Std f r strike bells f — ( v 2) turn 180 degrees to 
left on balls of both feet and strike bells behind hips — (3) same as 1 — 
(4) position. Take 4 times r. four times 1, four times alternate. 

A LESSON WITH DUMB BELLS, SUITABLE FOR HIGH SCHOOL GIRLS 

Arranged by Fannie Cheever Burton 

Exercise 1. Use exercise 1 in the lesson for girls of the 4th and 
5th grades, beginning the strokes slowly and softly and gradually 
increase the speed and force to the 3 w 2nd count; stamp r foot on 32nd 
count. 

Exercise 2. (1) Sw hells s and step pos s r — ( k 2) strike bells 
u and fal s r — (3) reverse k 2, coming back to position of 1 — (4) posi- 
tion. Take alternately right and left to 32 counts. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 87 

Exercise 3. (1) Sw r bell f— (2) sw 1 bell f— (3 and 4) strike 
both ends of the bells together three times in the two counts — (5) 
sw r bell d — (6) sw 1 bell d — (7 and 8) stamp r, 1, and r, the three 
stamps in the two counts. Alternate right and left to 32 counts. 

Exercise 5. (1) Sw r bell s — u and rse 1 leg s — (2, 3, 4) hold 
this pos — (5) bd r K — (10, 11, 12) hold this position — (13) return to 
position — (14, 15, 16) rest. Repeat on the other side. 

Exercise 6. (1) Step pos crosswise b 1 and bells on r shoulder — 
(2) lift 1 foot, turn 90 degrees to r, and step b 1 to reverse fallout, 
thrusting bells f — (3) reverse 2, coming back to pos of 1 — (4) position. 
Alternate r and 1 to 32 counts. 

Exercise 7. (1) Sw bells to r horizontal (see Fig. 44), and step 
pos s r — (2) sw bells to 1 horizontal and sway to fal s r — (3) reverse 
2, coming back to pos of 1 — (4) position. Alternate r and 1 to 32 
counts. 

Exercise 8. (1) Fal f r with r bell vertical on r knee — (2) sw 
1 bell in a full arm circle backward upward and then forward down- 
ward, striking lower end of it on upper end of r bell — (3) reverse 
2 — (4) reverse 1. 

Make an original lesson with dumb bells, suitable for a second 
or a third grade. The lesson should include four exercises, each of 
two counts, planned to distribute the muscular work well over the 
body. Prepare to teach it, and hand it in for correction. 

Make an original lesson suitable for seventh grade girls, with 
six exercises, each having four counts. Prepare to teach and write 
in abbreviated form, readv to hand in to the teacher. 



CHAPTER XI 

WANDS 

The Wands. Wands are usually of wood, from 24 to 30 inches 
in length and from 1-2 inch to an inch in diameter; high school boys 
can use steel wands of the same size. The ends should be rounded. 
The wooden sticks can be purchased from dealers in gymnasium 
supplies or from furniture manufacturers, who use them for chair 
rounds, etc. Wands can be most conveniently kept in a strong box 
from 8 to 12 inches square and 20 inches high, with a heavy and broad 
base. 





Fig. 52 
Fundamental position 



Fig. 53 
Wand forward and step position 
forward 



ELEMENTARY WAND MOVEMENTS 

Fundamental position is usually taken with the wand held in 
both hands and resting against the front of the thighs, backs of the 
hands to the front, (Fig. 52). For marching the wand is usually 
carried in the manner described in military regulations for carrying 
arms. A few movements with wands require it to be held with palms 
forward. 

(1) Swings of Wand. 

(a) Wand forward, — Swing. Fig. 53. Arms straight and 
horizontal. Wand downivard, — Swing! 



88 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



89 



(b) Wand forward upward, — Swing! Fig. 54. Arms straight 
and vertical. Wand downward, — Swing! 

(c) Wand to right horizontal, 
— Swing! Fig. 55. Arms 
at same height. Downward, 
— Sluing! Same to left. 

(d) Wand to right vertical, — 
Swing! Right arm straight 
up, left arm exactly as in 
(c) Fig. 56. Same to left. 

(e) Aim forward right, — 
Aim! Fig. 51. Wand 
along right arm, left arm 
as in (c) and (d). Same 
to left. 

Swings are also taken to vari- 
ous diagonal positions. 

(2) Positions of Wand In- Wand upward 

volving Movements 
Other Than Swings. 

(a) Wand on Chest, — Place! Fig. 58. Wand, — Down! 

(b) While wand is on chest we may command, Wand 
forward, — Thrust! or Wand upward, — Thrust! or Wand 

downward, — Thrust! 






Fig. 55 
Wand right horizontal, left leg raise sidewise 



Fig. 56 
Wand to right vertical 



(c) While wand is overhead we may command, Wand on 
shoulders, — Place! Fig. 59. Then we may command, 
Wand upward, — Thrust! 



90 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



(d) While wand is forward we may command, Cross right arm 
over left, — One! Two! Fig. 60. Elbows are bent to a right 



angle. 



The movement may be reversed. 





Fig. 57 
Aim forward left and kneeling on left knee 



Fig. 58 
On chest 



MOVEMENTS, EXERCISES AND LESSONS WITH WANDS 

Wand movements, like those with dumb bells, are exclusively 
for the arms, calling for combination with movements of other parts 
of the body in order to properly distribute the w T ork. The leg and 
trunk movements used for combination in the ease of dumb bells 
serve in the same way here. The making of exercises and lessons 
with wands follows the same principles that govern similar work with 





Fig. 53 
Wand on shoulder and tr bd sideward 



Fig. 60 
Crossing- arms and fallout sideward 



bells. The following lessons illustrate how such lessons are made, 
and serve as practice in teaching. Prepare to teach the exercises of 
these lessons to the class. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 91 

A LESSON WITH WANDS, SUITABLE FOR SIXTH GRADE BOYS 

Exercise 1. (1) Sw wand f and std s r — (2) sw wand u and sway 
to Fal s r — (3) reverse 2, coming back to position of 1 — (4) position. 
Take four times right and four times left. 

Exercise 2. (1) Sw wand f std s r — (2) bd Tr f sw wand f — d 
between knees with r end of wand to rear and 1 end to front — (3) 
reverse 2, coming back to position of 1 — (4) position. Four times to 
r and four times to 1. 

Exercise 3. (1) Sw wand f std s r — (2) turn to r 90 degrees 
on balls of both feet, sway to fal f r and sw wand to shoulders — (3) 
reverse 2, coming back to 1 — (4) position. Four times r, four times 1. 

Exercise 4. (1) Sw wand f — u and std f r — (2) kneel on 1 knee 
and aim f r — (3) reverse 2, coming back to 1 — (4) position. 

Exercise 5. (1) Sw wand f — u and std f r — (2) sw wand to right 
horizontal and sway to r fal f — (3) reverse 2, coming back to 1 — (4) 
position. 

Exercise 6. (1) Sw wand f — u and std f r — (2) lift r foot, sw 
wand to r vertical, and fal s r — (3) std b r, sw wand f — d, let wand slip 
through 1 hand and strike floor between feet with 1 end of wand — (4) 
position. 

A LESSON WITH WANDS, SUITABLE FOR SEVENTH GRADE GIRLS 

Arranged by Fannie Cheever Burton 

Exercise 1. (1) Sw wand forward step pos f r — (2) place 1 
foot beside r, slide wand through 1 hand until hands are together 
and strike floor with 1 end of wand, wand vertical in front — (3) re- 
verse 2, coming back to position of 1 — (4) position. Four times r, 
same 1. 

Exercise 2. (1) Sw wand f std f r — (2) turn 90 degrees to left 
on toes and cross r arm over 1 — (3) reverse 2, coming back to position 
of 1 — (4) position. Four times r, and four times 1. 

Exercise 3. (1) Sw wand r horizontal and std s r — (2) sw wand 
r vertical and bd Tr 1 — (3) reverse 2, coming back to 1 — (4) position. 

Exercise 4. (1) Sw wand f step pos f r — (2) wand on chest 
and rse r K — (3) reverse 2, coming back to 1 — (4) position. 

Exercise 5. (1) Sw f step pos f r — (2) sw wand d to r and rear, 
r hand behind hip and 1 hand before r shoulder, step pos crosswise 
b r look over 1 shoulder — (3) reverse 2, coming back to pos 1 — (4) 
position. 

Exercise 6. (1) Sw wand f — u and std s r — (2) bd Tr f — d and 
lay wand on floor, wand pointing from front to rear, r end to rear — 






92 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

(3) reverse 2, coming back to 1 but leaving wand on floor — (4) place 
hands on wand as if to take it — (5) repeat — (6) stoop and grasp wand 
— (7) come to position of 1 — (8) position. 



A LESSON WITH WANDS, SUITABLE FOR EIGHTH GRADE BOYS 

Exercise 1. (1) Wand on chest and step pos f r — (2) thrust 
wand forward and fal f r — (3) reverse 2 with a spring from foot, 
coming back to pos of 1 — (4) position. Take four times right and 
four times left. 

Exercise 2. (1) Swing wand f and std s r — (2) turn 90 degrees 
to r on balls of feet, sway to fal f r, and sw wand to r horizontal — (3) 
reverse 2, coming back to pos of 1 — (4) position. Take four times to 
r and four times to 1. 

Exercise 3. (1) Sw wand f — u and std b r — (2) aim f r and std 
f r — (3) reverse 2, coming back to pos of 1 — (4) position. Take four 
times r and four times 1. 

Exercise 4. (1) Cross 1 arm over r and fal s r — (2) cross r 
arm over 1, sway to fal s 1, bd Tr s 1 and strike r end of wand on floor 
to 1 of 1 toe — (3) reverse 2, coming back [to Ipos of 1 — (4) position. 
Take four times r and then four times 1. 

Exercise 5. (1) Wand on shoulders and rse r K — (2, 3, 4) hold 
this pos — (5) thrust wand u and stretch r K s — (6, 7, 8) hold this pos 
— (9) reverse 5, coming back to pos of 1 — (10, 11, 12) hold this pos 
— (13) return to pos — (14, 15, 16) rest. Repeat on the other side. 

Exercise 6. (1) Sw wand f, std b r, and incline by bending 
r K — (2) std f r, turning to 1 90 degrees and sway to fal s r, swinging 
wand to 1 horizontal — (3) reverse 2, coming back to pos of 1 — (4) 
position. Take four times to r and four times to 1. 

A LESSON WITH WANDS, SUITABLE FOR HIGH SCHOOL GIRLS 

Arranged by Fannie Cheever Burton 

Exercise 1. (1) Sw wand r horizontal step pos s r — (2) replace 
r foot and sw wand u — (3) sw wand 1 horizontal and step pos s 1 — (4) 
position. Alternate r and 1 to 32 counts. 

Exercise 2. (1) Sw wand f step pos f r bd 1 K — (2) wand on 
chest, extend 1 knee and rse r K — (3) thrust wand f str r K f, foot six 
inches above floor — (4) position. Alternate r and 1 to 32 counts. 

Exercise 3. (1) sw wand r hor step pos s r — (2) sw wand r 
vertical, sway weight over to r foot, bd Tr 1 — (3) reverse 2, coming 
back to 1 — (4) position. Alternate r and 1 to 32 counts. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 93 

Exercise 4. (1) Sw wand r hor fal s r — (2) sway to fal s 1 and 
sw wand s — d beside r thigh, 1 hand as before — (3) return to 1 — (4) 
position. Alternate r and 1 to 32 counts. 

Exercise 5. (1) Sw wand f step pos crosswise 1 — (2) lift r foot, 
fal s r, swing wand diagonally u r, half way between hor and vert — 
(3) sw wand f cross 1 foot over r in step pos as in 2 — (4) position. 
Alternate r and 1 to 32 counts. 

Exercise 6. (1) Spring lightly f, alighting with K bd (See Fig. 
26) and sw wand f — (2) sw wand r hor and extend r leg sideward to 
step pos, keeping left knee bent — (3) sw wand to 1 to a diagonal pos, 
1 arm s hor, r arm curved overhead, straighten 1 K, r foot crosswise 
step pos b — (4) position. Alternate r and 1 to 32 counts. 

Exercise 7. (1) Curve r arm overhead, 1 hand in front of 1 
hip, and std f r — (2) fal f 1, lowering wand, r hand at 1 hip and 1 end 
of wand pointing toward floor in front of left foot — (3) reverse 2, 
coming back to pos of 1 — (4) position. Alternate, etc. 

Exercise 8. (1) Sw wand f fal s r — (2) turn 90 degrees to r, 
kneel on 1 K, aim f 1 — (3) reverse 2 — (4) position. Alternate r and 
1 to 32 counts. 

PRACTICE 

Make an original wand lesson suitable for fifth grade girls. 

This lesson should contain four exercises, each of four counts but 
not too complex, and the work well distributed over the body. Make 
an original wand lesson of six exercises suitable for high school boys 
or girls. 

Prepare to teach and write in form to hand in. 



CHAPTER XII 

HOOPS 

The hoops used in these exereises are of wood, three 'feet in 
diameter and one inch in width. They can be obtained of the gym- 
nasium supply companies, or barrel hoops wound with bunting can 
be used, although not so satisfactory. Hoop exercises are suitable 
for pupils of the second, third, or fourth grades, or girls of higher 
grades. The exercises are usually taken with accompaniment of 
waltz time, one measure for each movement. "The Shepherd Boy," 
by Wilson is a favorite piece of music for hoop drills. 



ELEMENTARY MOVEMENTS WITH HOOPS 

The fundamental position is taken with the hoop resting on the 
floor in front of the toes and the hands resting on the top of the hoop, 
close together. Fig. 62. 





Fig. 62 
Fundamental position 



Fig. 63 
Divide 



1. Movements of Hoop Held in Both Hands. 

(a) Divide the hoop, — One! Slide the hoop in 1 hand, holding 
firmly with the r hand, until hands are opposite. Fig. 63. 
Two! Hoop returns. 

(b) The frame, — One! From divide, raise the hoop by bend- 
ing arms until the face is in the center of it. Fig. 64. At 
command Two return. 



94 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



95 



(c) Hoop horizontal overhead, — One! Taken from divide or 
frame; arms fully extended, hoop level. Fig. 65. 

(d) Thrust downward horizontal, — One! Fig. 66. 

(e) Hoop on right shoulder, — Place! Fig. 67. Both (d) and 
(e) are taken from overhead. 

(f) Archer to right, — Aim! Taken from divide or frame. 
The position is meant to imitate shooting with bow and 
arrow. Fig. 68. Notice position of head. 

A Few Movements of Hoop Held in One Hand. 

(a) Swing hoop sideward downward to right, — One! Fig. 69. 

(b) Swing to r horizontal, — Two! Fig. 70. 

(c) Swing sideward upward, — Three! Fig. 71. 

(d) Hoop on head, — Four! Fig. 72. 





Fig. 64 
Frame 



Fig. 65 
Horizontal overhead 



COMBINATIONS, EXERCISES, AND LESSONS 

Hoop movements may be combined with movements of legs or 
trunk in much the same way as bell and wand movements, but cer- 
tain combinations are of course more appropriate in each case. The 
following are for illustration and for practice in teaching. 

A LESSON WITH HOOPS, SUITABLE FOR PUPILS OF FOURTH GRADE 

Exercise 1. (1) Divide hoop and rse heels — (2) hor overhead 
and bd K — (3) return to position of 1 — (4) position. Repeat to 32 
counts. 

Exercise 2. (1) Std s r and frame— (2) bd Tr f (Fig. 73)— (3) 
Tr rse — (4) position. Alternate sides to 32 counts. 



96 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



Exercise 8. (1) Divide — (2) archer r and lunge s r (Fig. 68) — 
(3) return to divide — (4) return to position. Alternate sides to 32 
counts. 





Fig. 66 Fig. 67 

Exercise 4. (1) Hoop hor overhead — (2) fal s r and hoop on 
r shoulder (Fig. 67) — (3) return to pos of 1 — (4) position. 32 counts. 



A LESSON WITH HOOPS, SUITABLE FOR SIXTH GRADE GIRLS 

Arranged bv Fannie Cheever Burton 

Exercise 1. (1) Divide — (2) frame — (3) hor overhead — (4) 
thrust downward — (5) return to 3 — (6) same as 2 — (7) same as 1 — 
(8) position. Repeat, making 16 counts. 





Fig. 68 
Archer and lunge 



Fig. 69 



Exercise 2. (1) Frame— (2) thrustff— (3) r fc— (4, 5, 6) re- 
peat the facing three times — (7) frame — (8) position. Repeat. 
fr, Exercise 3. (1) Raise arms f, hoop hanging vertically in front 
of|arms — (2) bd Tr s r — (3) return — (4) position. Repeat. 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



97 



Exercise 4. Sw hoop diagonally s — u r and rse 1 leg s in line with 
arm (Fig. 71) — (2 to 7) hold this position — (8) position. Repeat 
on other side. 





Fig. 70 



Fig. 71 
Sideward upward 



Exercise 5. (1) Divide hoop and raise it f, turning lower edge 
toward chest until hoop is hor beneath arms and std f r — (2) turn 
body 90 degrees to 1 on toes and turn hoop 180 degrees, so that it 
lies on top of arms — (3) reverse 2, coming back to position of 1 — (4) 
position. Repeat on alternate sides to 16 counts. 





Fig. 72 Fig. 73 

Exercise 6. (1) Rse r K through hoop, letting hoop hang from 
knee, and place hands on neck (Fig. 19) — (2) and (3) hold this 
position — (4) position. Repeat on alternate sides to 16 counts. 



98 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



Exercise 7. (1) Archer r and step pos s r — (2) archer 1 and step 
])os crosswise to 1 with r foot — (3) reverse 2, coming back to 1 — (4) 
position. Repeat on alternate sides to 16 counts. 

Exercise 8. (1) Kneel on r knee (Fig. 74) — ("2) frame — (3) 
hor overhead — (4) frame — (5) repeat 3 — (6) frame — (7) like 1 — (8) 
position. Repeat on other side. 

A LESSON WITH HOOPS, SUITABLE FOR GIRLS OF HIGH SCHOOL GRADE 

Arranged by Fannie Cheever Burton 

Exercise 1. (1) Hoop diagonally s d r with 1 hand on hip — 

2 hoop hor s r — (3) hoop up to vertical and grasp with 1 hand 

also — (4) hoop on head. Fig. 72 — (5) reverse 4 — (6) hoop hor s 1 

with r hand on hip — (7) hoop diagonally s d 1 — (8) position. Repeat 

on other side. 

Exercise 2. (1) Sw hoop diagonally s-u 
r with 1 hand on hip and fal s r — (2) sw hoop 
diagonally s d r — (3) return to 1 — (4) position. 
Repeat on alternate sides to 16 counts. 

Exercise 3. (1) Archer r and step pos s 1 
— (2) sway on toes to step pos s 1 and bd Tr s 
1, archer pointing vertically upward — (3) return 
£g to pos of 1 — (4) position. Repeat on alter- 
nate sides to 16 counts. 

Exercise 4. (1) Divide and rse arms f, 
turning hoop hor beneath arms, and step pos f r 
— (2) rse arms u and sw hoop to frame pos b of head with fal f r — 

(3) return to pos of 1 — (4) pos. Repeat on alt. sides to 16 counts. 

Exercise 5. (1) Sw hoop diagonally s u r and step pos s 1 — (2) 
bd r arm, bringing hoop close to shoulder, and fal s 1 — (3) return to 
pos of 1 — (4) pos. Repeat on alt. sides to 16 counts. 

Exercise 6. (1) Archer diagonally s u r and fal s r — (2) archer 
diagonally s d r and sway to fal s 1 — (3) return to pos of 1 — (4) pos. 
Repeat on alt. sides to 16 counts. 

Exercise 7. (1) Kneel on r K- 
frame — (5) archer to 1 — (6) frame- 
pos. Repeat on other side. 

Exercise 8. (1) Kneel on r K — (2) frame — (3) archer to r — 

(4) frame — (5) hoop on floor and hands resting on top with forehead 
resting on hands — (6, 7) hold this pos — (8) pos. Repeat on other 
side. 

PRACTICE 

Make an original hoop lesson of six exercises suitable for seventh 
grade girls and prepare to teach it to the class. 




Fig. 74 



-(2) frame — (3) archer to r — (4) 
(7) hoop in pos on floor — (8) 



CHAPTER XIII 
FANCY STEPS 

Arranged by Fannie Cheever Burton 

The few fancy steps given here are selected from many others 
that can be used. All of the elementary movements and some of the 
combinations are suitable for pupils of the lower grades. All of them 
should be practiced with musical accompaniment, using two-step 
time unless otherwise stated. Fancy steps can be taught conveniently 
with the class in single or double line around the outside of the room, 
so that the movements may be continuous without stopping and 
turning, and all in plain sight of the teacher. 

ELEMENTARY MOVEMENTS 

(a) (1) Step pos f 1 (Fig. 53)— (2) walk pos f 1 (Fig. 75)— (3 
and 4) repeat 1 and 2 with r foot. Continue in series. 

(b) Same as (a), using step pos outward. 



(c) " " " , 


a 




it 


tt 


sideward. 


(d) " " " , 


a 




a 


a 


backward. 


(e) " " " , 


a 




a 


a 


crosswise. 


(f) " " " , 


a 




a 


a 


backward. 


(g) Repeat exercises 


(a) 


to 


(f) 


with this change: swing 



the 
leg in each case as if to take a step position, but do not touch the 
floor with the foot. 

(h) Same as (a), except that in place of a step position the foot 
is lifted and swung in front of the other knee, the knee of the moving 
foot being flexed to a right angle and the knee turned outward. Fig. 76. 

COMBINATIONS OF FANCY STEPS 

(a) Step pos sidewise and crosswise. This may be taken in 
mazurka time in the following manner: 

(1) Step pos s 1 — ( c 2) step pos crosswise 1 — (3) walk pos f 
1 — (4, 5, 6) repeat with other foot; it may be taken with two- 
step time in the following manner: 

(1) Step pos s 1 — (2) step pos crosswise 1 — (3) repeat 1 — 
(4) walk pos f 1 — (5 to 8) repeat with other foot. 

99 



100 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



(1)) Step position forward and backward. This may he taken 
in either of the two ways given for (a). 

The change step. 
(1) Walk pos f 1 and immediately bring r foot up close behind 
1, arch of r foot touching 1 heel — (2) step pos f 1 — (3) repeat 1 
with r foot ahead — (4) repeat 2 with r foot. 

In dancing this movement is taken with a slide of the foot 
along the floor; in military marching the feet are lifted. The 
former method can be used on a smooth floor, but the latter 
must be used where the floor or the shoes are rouirh. 




- \ 





Fig. 75 
Walk, position 



Fig. 76 
Knee flexion 



(d) Step position sideward, crosswise, and change step. The 
step positions occupy counts one and two, the change step is taken on 
three and four; repeat on the other side. 

(e) Step position forward and backward and change step. 

(f) Knee flexion, step position forward, and change step. 

(g) Repeat (e), (f), and (g), using three running steps in place 
of the change steps. This adds more life and vigor to the movement 
and makes it more pleasing to children. . 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 101 

(h) The "Rye" step. 

(1) Step pos outward — (2) step pos crosswise — (3) step pos 
outward — (4) step pos b — (5) the first count of the change 
step, as described in (c) — (6, 7) repetitions of 5 — (8) rest — 
(9 to 16) repeat on other side. 

(i) The half rocking step. 

(1) Step pos crosswise 1, throwing all the weight on the 1 foot 
and raising r foot backward — (2) spring on r foot and rse 1 
foot f — continue springing on the 1 and r foot alternately, 
keeping the feet in the same relative positions. Practice also 
with r foot forward. 

(j) The rocking step. 

(1) Like count 1 of the preceding — (2) hop on 1 and sw r 
foot f — (3) sw r foot across 1, throw weight upon it, and sw 1 
foot b — (4) hop on r foot and sw r foot f . Continue in series. 

(k) Mazurka step. (Mazurka time required.) 

(1) Slide r foot two foot lengths to r with heel raised — (2) 
spring lightly from both feet and alight on 1 where r foot fin- 
ished the slide, with r foot raised s — (3) hop on 1 and knee 
flexion with r — (4, 5, 6) repeat in same direction. 

(1) The pirouette. 

(1) Place r foot one foot length to r, turning it to r and rear — 

(2) lift 1 foot, cross it in front of r, close to it and past it to rear, 
at the same time turning on the balls of the feet in the same 
direction until a complete revolution has been made. The arch 
of the 1 foot will be behind the heel of the r when the turn is 
complete. 

THE KLAPPDANS 

A SWEDISH FOLK DANCE, SUITABLE FOR PUPILS OF 
FOURTH GRADE 

Pupils in double line around the room, turned so as to march 
clockwise; boys occupy the inside line, girls the outside; the hand 
and foot toward the partner will be called inside, and the other out- 
side; partners join hands and place outside hands on hip. Music, 
a good schottische. 

Exercise 1. The Frolic. (1, 2, 3) Take three running steps, 
starting with outside foot — (4) hop on outside foot, raising inside 
foot forward — (5 to 8) repeat, starting with inside foot — (9 to 16) 
repeat the entire movement, finishing facing each other with hands on 
hips. 



102 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

Exercise 2. The Salutation. (1 and 2) Boys make a stiff how- 
to partner, betiding in hips only, while girls make a stiff curtsy, cross- 
ing r toe behind 1 and bending knees, trunk erect — (3 and 4) clap 
hands three times in front of chest in the time of two counts — (5 and 
6) repeat 1 and 2, girls making the bow and boys the curtsy — (7 and 
8) repeat 3 and 4 — (9) clap r hand against partner's — (10) hands 
on hips — (11) clap 1 hand against partner's — (12) hands on hips — 
(13 and 14) whirl completely around to 1 on 1 foot, clapping r hand 
against partner's as the whirl begins — (15 and 16) stamp r, 1, and r. 
in the time of two counts. 

Exercise 3. Repeat exercise 1. 

Exercise 4. Repeat exercise 2, changing counts 3 and 4 as fol- 
lows: (3 and 4) rest 1 elbow in r palm and make three threatening 
gestures toward partner by shaking the r hand with forefinger up- 
lifted and head inclined toward hand ; change counts 7 and 8 in same 
way, using the opposite hands. 

THE MAZURKA 
A GYMNASTIC DANCE, SUITABLE FOR SEVENTH GRADE GIRLS 

Pupils in double line around the room, marching clockwise, 
inside hands grasped. Marzurka time. 

Exericse 1. The Balance Step. (1) Step forward with out- 
side foot and transfer all the weight upon it, at the same time turning 
toward partner — (2) rse inside foot high from floor, bending knee, 
and immediately place it forward, transfer fhalf the weight upon 
it and rse heels — (3) sink heels — (4, 5. and 6) repeat 1. 2. and 3 
moving contra-clockwise, dropping hands and grasping other hands — 
(7) the same as 1, in clockwise direction — (8) cross rear foot over in 
front of forward foot and transfer weight upon it — (9) like 1 again — 
(10) like 8— (11) like 1 again— (12) like 2. 

Repeat the entire exercise, beginning counter-clockwise. 

Exercise 2. (1 to 9) Grasp inside hands and take three mazurka 
steps starting clockwise around the room with outside foot leading — 
(10 to 12) drop hands and pirouette, starting with outside foot — (13 
to 21) repeat (1 to 9) in the opposite direction— (21 to 24) stamp 
three times with alternate feet, starting with inside foot. 

THE IRISH LILT 
A GYMNASTIC DANCE, SUITABLE FOR HIGH SCHOOL GIRLS 

Pupils standing in regular class formation. Music, "The Irish 
Washer Woman." 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 103 

Exercise 1. Hop 1 and rse r leg f — (2) hop 1 and sw r leg s — 

(3) spring to r foot and rse 1 leg b — (4) hop r and hold 1 leg in same 
position — (5 to 12) repeat the preceding r and then 1 — (13) spring 
upward and alight in stride pos s — (14) spring again and alight with 
feet together — (15) hop 1 and knee flexion r— (16) hop r and rse 1 
leg f. 

Movements 13 to 16 make what is called the "Break," and this 
is the finish for each exercise of the lilt. 

Exercise 2. (1) Hop 1 and tap r toe f — (2) hop 1 and strike r 
heel in place of toe — (3) hop 1 and tap r toe behind 1 heel — (4) hop 1 
and rse r leg f — (5 to 12) repeat three times — (13 to 16) "break." 

Exercise 3. (1) Hop 1 and rse r leg s — (2) hop 1 and sw r leg 
f — (3) hop 1 and quickly flex and extend r knee — (4) repeat 3 — (5 
to 12) repeat and then 1— (13 to 16) "break." 

Exercise 4. (1) Hop 1 and tap r toe s, toeing in — (2) hop 1 and 
strike r heel in place of toe — (3) hop 1 and tap r toe behind 1 heel — 

(4) hop 1 and rse r leg s — (5 to 12) repeat r and then 1 — (13 to 16) 
"break." 

Exercise 5. (1) Hop 1 and tap r toe f — (2) hop 1 and rse r leg 
f — (3) spring on r, crossing it over in front of 1 and rse 1 leg b — (4) hop 
1 and rse r leg f — (5 to 12) repeat r and then 1 — (13 to 16) "break." 

Exercise 6. (1) Hop 1 and strike r heel f — (2) change to same 
pos with 1 heel f — (3 to 14) change r and 1 alternately as in the pre- 
ceding — (15 and 16) stamp 1, r, and 1 in the time of two counts. 






CHAPTER XIV 
INDIAN CLUBS 

THE SELECTION OF CLUBS 

Experience has shown that the best weight for Indian clubs for 
general class use is much lighter than was formerly chosen. This 
is partly because a class of people who are less vigorous is now using 
them extensively, and partly because the interest in them now centers 
in the variety and speed of the movements rather than in the strength 
required to swing them. For practicing new exercises, which is the 
main thing in class work, the clubs for the strongest high school pupils 
should not exceed one and one-half pounds; most men prefer one 
pound clubs for new exercises and one and one-half for familiar 
exercises. For classes of women and children clubs of one-fourth, 
one-half, and three-fourths of a pound should be provided. The 
clubs should not be too short. One chief fault with many patterns 
of lighter clubs is so short a handle that the natural time of the 
swing is too quick to be controlled well. 

THE TEACHING OF CLUB SWINGING 

The teaching of Indian club exercises differs from the teaching 
of bell, wand, and hoop exercises because most of the club exercises 
are individually more difficult to co-ordinate and at the same time 
less vigorous; more teaching and more practice is necessary for the 
mastery of each movement, making it necessary to utilize the time 
more fully and carefully; less time is needed for rest. It is also to 
be noticed that the movements are continuous, instead of being in 
distinct parts, as bell and wand exercises are; this makes the faults 
more difficult to observe, requiring complete familiarity with the 
exercises and as much experience in observation and criticism of club 
swinging as possible. 

After the first few trials to get the general form of the move- 
ments, all club swinging should be done in series with accompaniment 
of waltz time, one measure for each movement. The movements 
should be taught, if possible, in the order in which they come in the 
series; as soon as the series is fairly well done, a new movement 
should be added, and the whole series practiced with the addition; 

104 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 105 

faults should be pointed out at the close of each repetition of the series, 
with the demonstration of the fault and the correct form in contrast 
if advisable, and then the series should be practiced again; too much 
time should not be used for showing individuals, as practice is all im- 
portant, a large percent of the faults being due to lack of practice 
and not to wrong ideas. Until the pupils know the order of the move- 
ments, the teacher should direct the practice by naming the next in 
order while the count just preceding the last is being executed; for 
example, if eight counts of each movement are to be taken, the name 
of the next should be spoken on the seventh count, so that pupils 
may have an instant to think of the change. 

A few children learn club exercises readily at the age of five or 
six, but for class exercises they are not usually satisfactory below the 
sixth grade. 

ELEMENTARY CLCB MOVEMENTS 

While resting, pupils hold the clubs easily at sides; the clubs 
should be brought to position and fundamental position of the body 
assumed at the same time. 

Command, With clubs in position, — Stand! or Clubs, — Up! Fig. 77. 

The ball of the club is grasped in the hand, the clubs are held in 
a vertical position with the tops of the clubs about as high as the top 
of the head, hands in front of the shoulders, elbows close to sides. 

Faults: Clubs not at proper height or not vertical, body not 
well poised. See figure 1. 

(a) Plain Saving Side wise. 

Command, Right sidewise, — Swing! Fig. 78. 

Raise the club upward and begin to move it sideward, elbow 
becoming fully extended as arm is diagonally sideward upward at an 
angle of 45 degrees as shown in figure 78. Then, without pausing, 
swing sidewise, downward, and across at full arm's length and 
back to starting point, as is indicated in the figure. The swing 
occupies one count; the club remains in the position during the 
second count; then the exercise is repeated in even rhythm. Care 
must be taken to swing exactly in the lateral plane. Repeat with 
the left club. 

Faults: Swing made in a diagonal direction; arm not fully 
extended during swing, especially on starting and just before coming 
to position. 

(b) Plain Swing Crosswise. 
Command, Right crosswise, — Swing! 

The preceding exercise is reversed, using right and left club 
singly. 



!()(> 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



c) Parallel Plain Swings. 

Command, Plain .swings parallel to right, — Siring! 

The clubs start from position to the right at the same time, the 
right club executing the sidewise swing and the left club the cross 
swing. 

Faults: One club swings slightly before the other; body bent to 
the side. 





Fig. 77 
Position of club> 



Fig. 78 
Plain swing 



(d) Opposite Swings. 

Command, Both sidewise (or erossivise), — Swing! 

Both start at once on the sidewise swing, clubs crossing in front 
of knees. Reverse the movement for the crosswise swing. 

Faults: Body bent forward with each swing; not poised forward 
far enough; swings not in lateral plane. 

A SERIES OF PLAIN SWINGS 

Plain swings, eight counts of each, beginning parallel rigid, — 
Siring! The series is as follows: 

I. Parallel right. 

II. Both sidewise. 

III. Both crosswise. 

IV. Parallel left. 

This series should be practiced, always in the same order, until 
it is perfectly familiar, as it is the basis for the order of movements 
in later series. 

COMBINATIONS 

Club movements are not so readily combined with all kinds of 
other movements as are those with bells, wands and hoops, but a few 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 107 

combinations are good and serve to distribute the exercise. The 
plain swings can be combined with step positions, stride positions, 
side steps, fallout, and some others. The following will illustrate 
the use of combinations with the series just given: 

I. Parallel right with step position sideward right. Take the 
step position with the plain swing and return the foot while the club 
rests on the second count. Continue for the eight counts. 

II. Both sidewise and side step. Take the stride position side- 
ward with the plain swing and bring in the other foot on the second 
count. Take the step first to right and then to left, alternately for 
the eight counts. 

III. Both crosswise and heel raising. Stand on tiptoes during 
the swing and in fundamental position on the second count. Con- 
tinue through the eight counts. 

IV. Parallel left and step position sideward left. Practice this 
series till perfectly familiar. 

THE CIRCLES BEHIND THE SHOULDERS 

These circles are not so easily made alone, but are readily added 
to the plain swings. They are taken up singly as follows: 

(a) Sidewise. 

Command, Plain swing with shoulder circle, right sidewise, — 
Swing! Fig. 79. 

Execute the first count of the plain sidewise swing, then, instead 
of coming to rest on the second count, carry the hand backward 
and. without pausing or stopping the momentum of the club, make 
a small circle behind the shoulder, as shown in figure 79. In 
making the small circle the hand is at the height of the eve and 
directly above the tip of the shoulder: the club is held between the 
thumb and first finger, with the ball of the club in the hand. 

Faults: Hand held too low while making small circle; club 
grasped too tightly; plain swing too small, especially at later part. 

Practice same exercises with the left hand. 

(b) Crosswise. 

Command, Plain swing with shoulder circle, right crosswise,— 
Swing! 

Preceding exercise is exactly reversed. Swing the plain swing 
crosswise on the first count and then, instead of coming to rest, make 
a small circle crosswise and down behind the head and shoulder, 
without pausing or checking the momentum of the club. 

Faults: The hand held too high while making small circles; plain 
swing too small; club grasped too tightly. 

Practice same exercise with the left hand. 



108 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



(c) Parallel to Right. 

Command, Parallel to rigid with shoulder circles, — Swing! 

The right swings sidewise, the left club crosswise; shoulder 
circles parallel as in Fig. 80 on the second count. 

Faults: Shoulder circles not made at same height; sidewise 
circle is apt to be too low and the other too high. 

(d) Follow. 

This is a variation from the parallel, differing from it only in 
having the club that swings crosswise start and keep a half circle in 
advance of the other. Follow to right, — Swing! 





Fig. 79 
Shoulder circle 



Fig. 80 
Parallel 



Faults: Club that leads is not far enough in advance; not keep- 
ing with the music. 

(e) Both Sidewise. 

Command, Both sidewise with shoulder circles, — Swing! 
Faults: Shoulder circles made with hands too low; plain swings 
made without fully extending the arms. 

(f) Alternate Sidewise. 

This is a variation of both sidewise, differing from it onlv in 
having one club make the plain swing while the other makes the 
shoulder circle, and vice versa. Alternate sidewise with shoulder 
circles, — Swing! The right club begins with the plain swing, the 
left with the shoulder circle; the following diagrams show the dif- 
ference in rhythm between the follow and the alternate swings: 



THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



109 



Count one 



Count two 



Follow right: 



Alternate: 



/ Right hand 
\ Left hand 
/ Right hand 
I Left hand 



plain swing shoulder circle 
plain swing shoulder circle 

plain swing shoulder circle 
shoulder circle plain swing 



After a little practice with: 

(g) Both Crosswise with shoulder circles we are ready for: 

(h) Alternate Crosswise. Here the rule for starting is the 
same as for alternate sidewise, and as shown in the above chart. 

The parallel to left and the follow to left are too nearly like 
these movements to right to need description. When they are learned 
we can swing the following series: 



SERIES OF SWINGS WITH SHOULDER CIRCLES 



1. 

3. 
4. 



Parallel to right. 
Follow to right. 
Both sidewise. 
Alternate sidewise. 



5. iVlternate crosswise. 

6. Both crosswise. 

7. Follow to left. 

8. Parallel to left. 

Each of these movements should be taken for 8 or 16 counts 
and then a change should be made to the next without any interrup- 
tion of the rhythm. For method of directing the class, see pages 104-5. 
The change from 1 to 2 has no difficulty. To change from 2 to 3 the 
left hand must reverse after the shoulder circle of the last count. 
From 3 to 4 the right hand makes no change, but the left hand makes 
a second shoulder circle at the beginning of the new movement. To 
change from 4 to 5, stop the clubs at the end of the last movement 
of 4, raise them a little above the head, then drop them crosswise on 
the new movement. 

Pupils should notice the relation of this series to the series of 
plain swings on page 106: 1 corresponds to I, and a variation of it 
is added as 2 ; 3 corresponds to II, and a variation of it is added as 4 ; 
6 is like III, and a variation of it is inserted as 5; 8 is like IV, with the 
corresponding variation as 7. The last four are arranged in the re- 
verse order of the first four. This arrangement makes easy changes 
from one movement to the next. 



COMBINATIONS 

When the above series is mastered, the following combinations 
may be given: 

1. Parallel to right and step position s r with bending of 1 knee. 
The step pos is taken with the plain swings and the return with the 
shoulder circles, 16 counts. 



110 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

2. Follow to right and fal s r, taken as follows: std s r and plain 
swings on count 1, — sway to fal s r and shoulder circles on count 
2, — sway back to std and plain swings on count 3 — replace the foot 
and shoulder circles on count 4. 16 counts. 

3. Both sidewise and side step to right for the first two counts, 
repeat the club movement and step in opposite direction on the next 
two counts. Continue for 16 counts. 

4. Alternate sidewise for 8 counts without other movement, 
followed by 8 counts of the following: (1) let the clubs drop back- 
ward until they rest on the shoulders by loosening the grasp, hands 
as in position of clubs, and rse r knee (fig. 28.) — (2) hold this position 
— (3) extend knee forward, foot 6 inches from floor — (4) hold this 
position — (5) return to position of 1 — (6) hold this position — (7) 
return to standing position — (8) rest. 

5. Alternate crosswise, without combination, for 8 counts, fol- 
lowed by 8 counts as in the preceding but taken on other foot. 

6. Both crosswise and side step as in 3, taking the step to left 
instead of to right. 

7. Follow to left and fal s 1, taken as in 2. 

8. Parallel to left and step pos s 1, taken as in 1. 

ADVANCED CLUB MOVEMENTS 

(a) The Mill Wheel. 
Command, Mill wheel to right, — Swing! 
To learn this movement easily a prelimi- 
nary exercise is necessary; this consists of the 
parts of the mill wheel made by the hand 
separately. 

Preliminary exercise: Hold the left fore- 
arm and club horizontal forward, elbow resting 
against side and elbow bent to a right angle. 
Starting with the right club in position, as in fig. 
77, make three circles in the forward plane as 
Fig. sT" follows: first, a circle forward with the right 

Mill wheel wrist lying across the left arm as in fig. 81, the 

palm being down at first and up at the end ; second, make a circle just 
like the first excepting that right wrist crosses under the left arm in- 
stead of above it; third, leaving the palm up, as when it finishes the 
second circle, make a circle on the right side of the right arm in the 
forward plane, hand nearly still. Now begin at the first and repeat 
in series, practicing the three in order without stopping. 




THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 111 

Faults: The circles not made in the forward plane; under cir- 
cles not complete at their upper half. 

Practice same with left hand. 

The mill wheel is a "follow" combination of these exercises, 
arranged as shown in the following diagram; the three circles just 
described are called the over, under, and side circles respectively. 

Count one Count two 



./Right hand: over under side over 

Mill Wheel | Lefthand . un(jer §ide oyer undej . 

The mill wheel to right begins, as the diagram indicates, with 
the under circle with the left hand. As the left club reaches its lowest 
point in this circle, the right club starts over. The over circles come 
at the beginning of each count of the music, and so serve as the guide 
for rhythm. The circles made by each hand come in the order in 
which they were taken singly. 

The mill wheel to left differs from the mill wheel to right only in 
the stage of the movement at which we begin it; the exercise to right 
begins with left hand under, and that to left with right hand under. 
The reason for this is that the mill wheel is regularly taken after a 
follow, and the hand that is leading in the follow must lead in the 
mill wheel. 

When the mill wheel is mastered, repeat the series of swings 
with shoulder circles and insert the mill wheel after the follow. The 
smoothest change is made by repeating the follow again after the mill 
wheel. 

(b) The Coffee Grind is a follow movement somewhat 
similar to the mill wheel, but the circles are horizontal. The move- 
ment is learned first with the hands singly, swinging the club hori- 
zontally above and below the hand in alternation; both clubs swing 
in the same direction in follow time to make the coffee grind. 

(c) The Circle in Front of Shoulder. This circle is 
made at the same height as the shoulder circle with the club passing 
in front of arm and shoulder. A new way of holding the club is re- 
quired here; the ball of the club must be held between the ends of 
the thumb and two or three fingers, instead of in the notch between 
thumb and first finger as usual. This circle is made with the plain 
swing, in the same manner as the shoulder circle. A series can be 
swung using the front shoulder circle instead of the one used hitherto, 
with parallels, follows, opposites, and alternates. 

(d) The Reel. This is made by taking the shoulder circle 
and the circle in front of shoulder in alternation, without any plain 






112 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

swing. The reel may be made sidewise or crosswise, in the same 
direction a^ the corresponding plain swings. 

Reels can be made parallel, opposite, or alternate: the alternate 
is the most pleasing of these, and is often introduced into the series 
of swings with shoulder circles after the alternate sidewise and be- 
fore the alternate crosswise. The alternate reel may be thought of 
as a variation of the regular alternate, substituting the small circle 
in front of shoulder in place of the plain swing. 

(e) The Lower Circles. Each exercise thus far has been 
complete in two counts; the lower circles are usually added to the 
swings with shoulder circles, making four counts in all. 

Rigid club side iri.se with lower circles. — Swing! The order of 
the circles is as follows: 

(1) The downward half of the plain swing — (-2) lower back circle 
— (3) lower front circle — (-4) upward half of plain swing and shoulder 
circle. The greatest difficulty here is the lower back circle. Fig. 82. 

The lower back circle is made with the club 
held between the tips of fingers and thumb, as for 
the circle in front of shoulder. As the club 
swings downward it is carried to the rear and 
behind the back, with the palm of the hand to 
the rear. Swinging the hand in nearly to the 
middle of the back, the hand is raised three or 
,' four inches by a bend of the elbow to give the 
club its turn upward, and then brought quickly 
around the waist line to the front and the lower 
front circle made. The lower front circle is made 
Fig. 82 with the hand nearly stationary in front of the 

Lower back circle thigh, with the palm to the front and inward, the 
club being held between thumb and first finger as in shoulder circles. 
The lower front circle being completed, swing the club far to the left 
to make the upward half of the plain swing, and complete the exercise 
with the shoulder circle. 

Faults : Lower circle not far enough behind the back : plain swing 
too small; swings not in lateral plane. 
Repeat with left hand. 

Right club crosswise with lower circles, — Swing! 
This is the exact reverse of the preceding. The order of the 
different movements is: 

(1) The downward half of the crosswise plain swing — (2) lower 
front circle in reverse direction — (3) lower back circle in the reverse 
direction — (4) upward half of plain swing and the crosswise shoulder 
circle. 




THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 



113 



The only point of difficulty here is, as before, with the lower 
back circle. With the aid of the momentum gained in the making 
of the lower front circle, the club rises as it passes to the rear, so that 
when the hand is behind the hip the club points nearly upward. The 
palm must be turned to the rear. The club passes inward behind the 
back and then downward; the second half of the plain swing must 
be in the side plane, and the shoulder circle at the proper height. 

The exercises with lower back circles require somewhat faster 
music than these previously learned. 



SERIES OF SWINGS WITH LOWER CIRCLES 



Lower reel, crosswise. 

Alternate crosswise. 

Both crosswise. 

Follow to right. 

Mill wheel or Coffee grind. 

Follow to right. 

Parallel to right. 



1. Parallel to left. 5. 

2. Follow to left. 5b. 
2b. Mill wheel or Coffee grind. 6. 

2. Follow to left. 7. 

3. Both sidewise. 7b. 

4. Alternate sidewise. 7. 
4b. Lower reel, sidewise. 8. 

This series is given starting toward the left so that it can be 
taken immediately after the series with shoulder circles, which was 
given starting toward the right. The following are the difficult 
points : 

The follow is not made easily with the lower circles and in exact 
rhythm; the following hand is apt to catch up, so that the last count 
of the exercise is a parallel. Care must be taken to make all circles 
full size with the hand that follows, as a shortening of these circles, 
especially the plain swing, is the cause of one hand's gaining on the 
other. 

The mill wheel in this series is taken with a fallout outward, 
the hands touching the knee and the clubs swinging each side of the 
leg. 

The alternate swings have the circles related to one another as 



follows : 



Alternate Sidewise - 
Right hand: 

Left hand : 

Alternate Cros swi se — 

Right hand: 

Left hand: back 



down 



up 
down 



-2 



back 



front 



shoulder back 



front 



back 



shoulder down 



up and 

shoulder 

front 

up and 

shoulder 

front 



114 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

This relation of the swings is brought about if we start the left 
hand in each case on count three and the right hand on count one of 
the regular opposite swing. 

The lower reels consist of lower back and lower front circles in 
alternation; the lower reel alternate sidewise starts with the right 
hand back and the left hand front; the crosswise movement starts 
in the opposite position, so as to start smoothly by stopping the former 
and reversing. 



CHAPTER XV 

COURSES IN SCHOOL GYMNASTICS 

The course of gymnastic work that should be arranged for a 
certain group of children depends on several factors. Age is an im- 
portant factor in determining what exercises are suitable, the length 
of the period, and the manner of conducting the class. The question 
of how much posture training should be given is to be answered in 
accordance with the amount of defect of posture present among the 
children, their ability to co-ordinate accurately, and the amount of 
such training they have had. The extent and form of the place for 
practicing must be taken into consideration in choosing the form of 
gymnastic exercise, and the equipment that is at hand often limits 
the practice to certain kinds of work. The following general prin- 
ciples may be stated as a guide to the teacher in planning the course 
to fit the conditions. 

Posture 

Posture work is seldom needed among the youngest children, 
usually not until the fourth or fifth grades. Exceptional cases of bad 
posture may be helped by a few minutes of attention outside of the 
gymnastic lesson and often outside of school hours. Such pupils 
should be helped in a kindly manner to take the erect standing posi- 
tion, and actual help with the hands will be needed in most cases. 
Test frequently to find how well the position can be taken, and 
develop a pride in the ability to take correct position at will. When 
once acquired, see that the pupil does well in this respect in all gym- 
nastic work and at other times, gradually cultivating the habit of the 
erect posture. 

When the grade needs posture work, Swedish exercises should 
be taught in the regular gymnastic period until the few easiest and 
best movements are learned. Swedish gymnastic work so easily 
drops to the level of drudgery that great care must be taken not to 
try to teach too much nor to follow it too long. A very few weeks is 
sufficient to teach all the posture exercises needed in a certain grade; 
when the pupils can take them well, let them know that they have 
satisfied the requirements and pass to more interesting exercises. 
During the rest of the year these posture exercises should be taken 
from day to day at the beginning of the gymnastic period, or what 

115 



116 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

is better, in the brief intervals between other classes, with great care 
to inspire pupils with an interest in practicing to improve their 
habitual poise and not to produce a spirit of antagonism. In no 
place is the willing cooperation of the pupil more necessary than in 
the correction of posture. - 

Pupils who have had Swedish gymnastics before should be taught 
a few more of the movements following next in progression, in order 
to maintain interest. The usual tendency on the part of those who 
teach Swedish gymnastics is to overdo it, with the result that pupils 
dislike it and come to take no interest in posture. In maintaining 
interest, however, it is not at all necessary to do poor or inaccurate 
work, — pupils like to do good work, and w T hen they have done it they 
like to have their efforts appreciated. 

Bad postures are apt to be most common in the seventh and 
eighth grades. This is the place, then, for doing the most effective 
teaching of posture, and the place w r here intelligent interest in good 
posture is most important. Defects of posture will never be as easily 
corrected as here if the pupils' cooperation can be secured. 

DUMB BELLS 

Dumb bell exercises may be used to advantage anywhere above 
third grade and in some third grades. The complexity of the exer- 
cises must be adapted to the age and ability of the pupils, and the 
weight of bells carefully chosen in view of bodily strength. Vigorous 
dumb bell work is especially enjoyed by boys from the seventh to 
the twelfth grades, but they do not sustain continuous interest for 
as long a time as some other kinds of work. 

WANDS 

Wands may be of so many lengths, sizes, and weights, and permit 
such an endless variety of movements that they are satisfactory under 
more w T idely varying conditions than any other form of apparatus. 
Light sticks like chair rounds are best for the smallest, w r hile high 
school boys can use steel wands weighing tw r o or three pounds. 
By choosing suitable exercises wands may be used by any grade of 
boys or girls. 

Fancy Steps are especially suitable for younger pupils, and the 
more rapid and difficult steps are highly beneficial for upper grade 
boys, although only a few of the boys are as skilful in them or enjoy 
them as w r ell as the girls do. 

Clubs are used in the higher grades and Hoops in the lower 
grades. 



the teaching of elementary school gymnastics 117 

Exhibitions 

These are useful to arouse interest in physical training among 
citizens, most of whom never had any such work in their own school 
days and think it of little importance. It is an interesting fact that 
many a tax payer who has always objected to gymnastics as a "fad" 
becomes an enthusiastic advocate of the work after seeing: his own 
children take part in a successful public exhibition of it. The main 
fault with exhibitions arises from their being so often entirely foreign 
to the regular work of the pupils. The best kind of an exhibition 
is one that is planned at the beginning of the term or year, all the 
work of the period leading up to it and the exhibition showing the 
best results of all that has been done, in posture, skill, and general 
physical ability. Such a plan of exhibitions makes them also a stim- 
ulus to interest and to good work through the term. 

Teachers sometimes plan to give different kinds of gymnastic 
exercise on alternate days, but whatever is gained in interest be- 
cause of the variety and novelty is more than lost in the delay in 
advancement. The best plan is to decide upon a certain series of 
lessons or the mastery of a certain drill, and then to stop and pass to 
something new and advanced when this is well done, as all teachers 
do in other subjects. 

LENGTH OF THE TIME FOR GYMNASTICS 

For primary pupils the gymnastic period should be short and 
frequent, — from ten to fifteen minutes two or three times a day being 
given to physical exercise. For primary pupils most of these periods, 
preferably two a day, should be devoted to games and plays, and one 
to gymnastics proper. With pupils of grammar grade the time should 
be fifteen or twenty minutes, once a day being sufficient for regular 
gymnastic work ; several short periods of two or three minutes should 
be given to active exercises at times scattered through the day if 
possible. For high school pupils, from half an hour to an hour a day 
should be given to bodily exercise, preferably divided between games 
and some form of gymnastics. This is important because this is the 
time when the pupils stop to a large extent the free out of door exer- 
cises they have practiced before and become weak and lose vitality 
unless more time is given to bodily exercise in school. 

As an example of a plan for a year's gymnastic practice for a 
fourth grade, Swedish exercises may be given for 5 weeks, fancy steps 
for 15 weeks, a hoop drill for ten weeks, then fancy steps or figure 
marches for the rest of the time. 



118 THE TEACHING OF ELEMENTARY SCHOOL GYMNASTICS 

COURSES IN GYMNASTICS — PRACTICE 

Outline a course of gymnastic practice for a class of eighth 
grade girls who have had gymnastic training for several years; a 
course for a class of sixth grade boys who have had no training; for 
a class of high school boys who have had a little training. 

Practice in teaching full courses in gymnastics can not well be 
provided for in a course like this, but in most Normal Schools there 
is abundant opportunity for students who have done well in a course 
of this kind to be given such continuous practice. It is not every 
teacher who can present and conduct a lesson well who will succeed 
in maintaining interest and a high grade of work in a class for weeks 
at a time. Practice through a whole course of ten or twenty weeks 
tests the teacher's care in the formation of habits in details such as the 
speaking of commands and the observation and criticism of the work, 
his care and skill in preparing the lessons, and his general spirit and 
ability to maintain good standards of work. Both the gymnasium 
and the training school afford opportunity for such practice, and all 
students preparing to teach physical training as a specialty should be 
tested in this way and given an opportunity to show what they can do. 



USEFUL BOOKS ON GYMNASTICS 



OX SWEDISH GYMNASTICS 



Enebuske: Progressive Gymnastic Days' Orders. Silver, Burdett 
& Co. 

Posse: The Swedish System of Educational Gymnastics. 
Kinesiology of Swedish Gymnastics. 
Hand Book of School Gymnastics. Lee and Shepard. 

Nissen: A, B, C of Swedish Gvmnastics. Educational Publishing 

Co. 
Trask: School Gymnastics. Christopher Sower Co. 

ON FANCY STEPS AND RHYTHM WORK. 

A. P. F. D: Danish Folk Dances. 

Crawford: Folk Dances. A. S. Barnes & Co. 

Chalif School, N. Y. City: Music and Descriptions of Dances. 

Gilbert School of Dancing, Boston: Music and Gymnastic Dances. 

Hofer: Music for the Child World. Clayton F. Summy Co., 
Chicago. 

Newton: Graded Games and Rhythmic Exercises. A. S. Barnes 
& Co. 

Perrin: Rhvthmic Balance Exercises. 

•i 

ON INDIAN CLUBS 

Cobbett & Jenkin: Indian Club Exercises. Macmillan & Co. 
Schatz: Club Swinging. F. A. Bassette Co., Springfield, Mass. 

GENERAL GYMNASTICS 

Bancroft: School Gymnastics with Light Apparatus. Heath & Co. 
Stecher: German American Gymnastics. Lee and Shepard. 

The F. A. Bassette Co., of Springfield, Mass., will send a list 
of publications on gymnastics and furnish all such books at the regular 
price. 

119 



Playground Technique and Playcraf t 

A TEXT BOOK IN 

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For Playground Committees, Supervisors, Instructors, Park 
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Home Construction of Playground Apparatus and Other Technical 
Details of Successful Playground Creation. 

Edited by ARTHUR LELAND 
Formerly Supervisor of Playgrounds, Louisville, Ky., St. Paul, 
Minn., Denver, Colo., Physical Director Y. M. C. A., Owerisboro, 
Ky., Director Athletics and Gymnastics, University of Denver. 

And LORNA H. LELAND 

Formerly Executive Secretary Minnesota State Art Society, 
Assistant Supervisor Playgrounds, St. Paul, Minn. 

With the assistance of an Advisory Committee 

Technical plans and working drawings with descriptions relative 
to the main details of playground construction with a manual train- 
ing course in the home manufacture of playground equipment are 
a most valuable feature. 

This book is not the work of a theorist or a mere on-looker. It embodies 
twelve years' practical experience. It tells how to economize money and 
energy in playground construction. It gives the best thought of more than a 
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Postage 20 cents. 

Playground Technique and Playcraft will be ready on or before September 1st. 
Advance subscriptions received now. Send the following slip at your earliest 
convenience, and insure prompt delivery of the book. Please write your name, 
address and the date of the order clearly. Earliest orders will naturally receive 
earliest attention. 



Publication Dept. 

The F. A. Bassette Co., 1909 

Springfield, Mass. 

Enclosed you will please find for $2.70, for which send me one copy 

($ ) copies 

of Playground Technique and Playcraft. 

Name 

Address 



: 3l 1 



One copy del. to Cat. Div. 
jAH 3 1910 



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